Bhagya Maheshi
Dados Biográficos
| ID | 6509750 |
|---|---|
| NOME | Bhagya Maheshi |
| PRENOMES | Bhagya |
| SOBRENOME | Maheshi |
| ASSINATURA | MAHESHI B |
| AFILIAÇÕES | Monash University |
| ORCID | 0009-0000-3268-0627 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2024 |
| 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
Enhancing learner-centered feedback with AI: Teachers’ practices and perceptions
Learner-centered feedback, emphasising future improvement, sensemaking, and student agency, has been increasingly recognised as effective, yet remains challenging for educators to offer in large classes with diverse learner needs. Recent advances in generative artificial intelligence (GenAI) offer new ways to support feedback practice, but limited research has examined how teachers use and perceive GenAI in real-world feedback practices, particul…
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…
Dialogic feedback at scale: Recommendations for learning analytics design
Sem obras proeminentes nesta página.
Dialogic feedback at scale: Recommendations for learning analytics design
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…
Design Thinking and Learning Analytics: Involving Students in Designing a Feedback Tool From Ideation to Deployment
Enhancing learner-centered feedback with AI: Teachers’ practices and perceptions
Learner-centered feedback, emphasising future improvement, sensemaking, and student agency, has been increasingly recognised as effective, yet remains challenging for educators to offer in large classes with diverse learner needs. Recent advances in generative artificial intelligence (GenAI) offer new ways to support feedback practice, but limited research has examined how teachers use and perceive GenAI in real-world feedback practices, particul…
Student Assessment and Feedback (3 obras) · Analytics (2 obras) · Higher education (2 obras) · Learning analytics (2 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Computer Science (1 obras) · Data science (1 obras) · Design Thinking (1 obras)