Flora Jin
Datos Biográficos
| ID | 6509749 |
|---|---|
| NOMBRE | Flora Jin |
| NOMBRES | Flora |
| APELLIDO | Jin |
| FIRMA | JIN F |
| AFILIACIONES | Monash University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2025 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Design Thinking and Learning Analytics
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Sin obras prominentes en esta página.
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes
Feedback in K-12 and higher education
Feedback is essential in education, yet often studied within isolated educational sectors. This study investigates feedback practices across K-12 and higher education by surveying 254 educators to explore perceptions of effective feedback, student barriers, and methods for tracking feedback impact. Our findings reveal that higher education educators prioritise cognitive and structural feedback elements, emphasising actionable suggestions and time…
Latent classes of self-reported feedback experiences
Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empiri…
Design Thinking and Learning Analytics
Student Assessment and Feedback (3 obras) · Analytics (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Learning analytics (2 obras) · Mathematics education (2 obras) · Online Learning and Analytics (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Class (philosophy) (1 obras) · Computer Science (1 obras)