Page 60 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

P. V. Arumugam & J. S. Emmanuel · Course learning re-design, capacity building and

learner engagement - Wawasan Open University (WOU), Malaysia

creation as well as being a facility to perform not just audio feedback but also video
feedback moving forward.

References

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https://doi.org/10.1207/s15516709cog1202_4
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et al. (2020). How good is my feedback? Proc. Tenth Int. Conf. Learn. Analytics

Knowledge, 428–437. https://doi:10.1145/3375462.3375477
Dowden, T., Pittaway, S., Yost, H., and McCarthy, R. (2013). Students’ perceptions

of written feedback in teacher education: Ideally feedback is a continuing

two way communication that encourages progress. Assess. Eval. Higher Edu.
38(3), 349–362. https://doi:10.1080/02602938.2011.632676

Yu, S., Zheng, Y., Jiang, L., Liu, C., and Xu, Y. (2021). “I even feel annoyed and
angry”: Teacher emotional experiences in giving feedback on student

writing. Assessing Writing, 48. https://doi:10.1016/j.asw.2021.100528
Mahfoodh, O. H. A. (2017). "I feel disappointed": EFL university students’

emotional responses towards teacher written feedback. Assessing Writing, 31,

53–72. https://doi:10.1016/j.asw.2016.07.001

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