Flora Ji-Yoon Jin
Dados Biográficos
| ID | 5791370 |
|---|---|
| NOME | Flora Ji-Yoon Jin |
| PRENOMES | Flora Ji-Yoon |
| SOBRENOME | Jin |
| ASSINATURA | JIN F J |
| AFILIAÇÕES | Department of Data Science and Artificial Intelligence Monash University Melbourne Victoria Australia |
| ORCID | 0009-0002-1825-4028 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2025 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Design Thinking and Learning Analytics: Involving Students in Designing a Feedback Tool From Ideation to Deployment
Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education
Feedback in K-12 and higher education: Educators’ perspectives
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: Exploring students’ challenges, motivations, and action-taking behaviours in feedback processes
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…
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Analytics of Self‐Regulated Learning in Learning Analytics Feedback Processes: Associations With Feedback Literacy in Secondary Education
Feedback in K-12 and higher education: Educators’ perspectives
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: Exploring students’ challenges, motivations, and action-taking behaviours in feedback processes
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: Involving Students in Designing a Feedback Tool From Ideation to Deployment
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)