Journal articles: 'Informal feedback'

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MAGGS, MF, LJ COX, GH POTTER, and MA GARNHAM. "INFORMAL DISCUSSION. FEEDBACK: POST-CONTRACT INFORMATION." Proceedings of the Institution of Civil Engineers 80, no. 3 (June 1986): 801–4. http://dx.doi.org/10.1680/iicep.1986.687.

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van der Rijt, Janine, Piet Van den Bossche, and Mien S.R. Segers. "Understanding informal feedback seeking in the workplace." European Journal of Training and Development 37, no. 1 (January 18, 2013): 72–85. http://dx.doi.org/10.1108/03090591311293293.

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Meikleham, Alexandra, and Ron Hugo. "Understanding informal feedback to improve online course design." European Journal of Engineering Education 45, no. 1 (December 31, 2018): 4–21. http://dx.doi.org/10.1080/03043797.2018.1563051.

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van der Rijt, Janine, Piet Van den Bossche, Margje van de Wiel, Mien Segers, and Wim Gijselaers. "Informal Feedback-Seeking in the Initial Career Stage." Academy of Management Proceedings 2012, no. 1 (July 2012): 15442. http://dx.doi.org/10.5465/ambpp.2012.15442abstract.

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van der Rijt, Janine, Margje W. J. van de Wiel, Piet Van den Bossche, Mien S. R. Segers, and Wim H. Gijselaers. "Contextual antecedents of informal feedback in the workplace." Human Resource Development Quarterly 23, no. 2 (June 2012): 233–57. http://dx.doi.org/10.1002/hrdq.21129.

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Levinsen, Karin Tweddell, and Birgitte Holm Sørensen. "Formalized Informal Learning." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 7–26. http://dx.doi.org/10.4018/jdldc.2011010102.

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Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.

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Grote, Lidiya, Emily Dill, and Jennifer Hardin. "Tell Us What You Really Think: Implementing a Mixed-methods Approach to Library User Assessment." Journal of New Librarianship 8, no. 1 (January 22, 2023): 1–19. http://dx.doi.org/10.33011/newlibs/13/1.

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This article presents an analysis of student feedback received via formal biennial survey and informal post-it notes assessment, and advocates for the use of informal assessment methods to supplement formal methodologies. A biennial satisfaction survey and an informal post-it notes assessment were employed to collect data from library users and yielded comprehensive, timely, and actionable feedback from the students, faculty, and staff. Feedback received from the two assessment methods allowed the University Library of Columbus (ULC) to gain a greater understanding of user needs and preferences which was used to improve library spaces, resources, and services to increase user satisfaction. While each method has advantages and disadvantages, combining varied assessment methods helped the ULC to gain a more holistic understanding of its users and provided a rich set of actionable data. Furthermore, student feedback is a valuable tool for library advocacy and outreach to both the university community at large and administrators.

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Van Hootegem, Anahí, and Hans De Witte. "Qualitative Job Insecurity and Informal Learning: A Longitudinal Test of Occupational Self-Efficacy and Psychological Contract Breach as Mediators." International Journal of Environmental Research and Public Health 16, no. 10 (May 24, 2019): 1847. http://dx.doi.org/10.3390/ijerph16101847.

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Current work life has become increasingly turbulent, which has sparked employees’ concern about the loss of valued job features, coined as qualitative job insecurity. No prior research has investigated the relationship between this type of job insecurity and informal learning. However, informal learning might be particularly relevant for qualitatively job-insecure employees, as it might aid them to deal with the incessant changes in their work environment. This study examined whether qualitative job insecurity is associated with lower levels of three types of informal learning activities: information-seeking, feedback-seeking, and help-seeking behavior, and whether these relationships are mediated by a decline in occupational self-efficacy and an increase in psychological contract breach. We employed a three-wave panel design to survey 1433 Belgian employees. Results, by means of cross-lagged structural equation modelling, demonstrated that occupational self-efficacy mediates the relationship between qualitative job insecurity and information-seeking, feedback-seeking from colleagues, and feedback-seeking from one’s supervisor, while psychological contract breach only mediated the relationship between qualitative job insecurity and feedback-seeking from one’s supervisor. Both mediators were not significantly related to help-seeking behavior. This study demonstrates that qualitatively job-insecure employees are less likely to engage in informal learning via a decrease in occupational self-efficacy and an increase in psychological contract breach, thereby becoming even more vulnerable in an increasingly volatile work environment.

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Schürmann, Eva, and Simon Beausaert. "What are drivers for informal learning?" European Journal of Training and Development 40, no. 3 (April 4, 2016): 130–54. http://dx.doi.org/10.1108/ejtd-06-2015-0044.

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Purpose – The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/methodology/approach – Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings – Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees’ informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research limitations/implications – The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical implications – The results show how human resources development (HRD) professionals could better support employees’ engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees’ informal learning. Originality/value – This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.

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Pitkänen, Hanna, and Kari Lukka. "Three dimensions of formal and informal feedback in management accounting." Management Accounting Research 22, no. 2 (June 2011): 125–37. http://dx.doi.org/10.1016/j.mar.2010.10.004.

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Ray, Prantika, and Manjari Singh. "Effective feedback for millennials in new organizations." Human Resource Management International Digest 26, no. 4 (June 11, 2018): 25–27. http://dx.doi.org/10.1108/hrmid-09-2016-0128.

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Purpose This paper aims to understand aspects of feedback given to the millennial generation, particularly in new organizations. Design/methodology/approach This paper is based on a review of existing literature from journals and magazines. The perspectives discussed in this paper have been substantiated with discussions with practicing line and HR managers. This paper has been further developed after conducting informal discussions with employees and their supervisors (both millennials and non-millennials). However, the synthesized perspectives expressed here are those of the authors. Findings The millennial generation has characteristics that relate to receiving feedback. Key aspects discussed in this paper are the purpose of feedback, formal versus informal methods, short versus long-term orientation, frequency, hierarchical relationships, and technology. Practical implications With the increasing entry of millennials into the workforce, organizations need to focus on the mechanisms and environments for effective feedback. Originality/value This paper is timely given the rising number of millennials entering the workforce. This work looks into the mechanisms for effective performance feedback, as well as creating a facilitating environment with the focus on employee development.

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Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.

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Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.

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Woelkers, Leia M., Jenna Trosko, Stephen Higgins, and Kelly Bradley-Dodds. "Implementation of a Weekly Formal Feedback Protocol Increased Resident Satisfaction and the Perception of Informal Feedback." Academic Pediatrics 16, no. 6 (August 2016): e26. http://dx.doi.org/10.1016/j.acap.2016.05.060.

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Cardy, Robert L. "Informal and Formal Performance Management: Both Are Needed." Industrial and Organizational Psychology 8, no. 1 (March 2015): 108–11. http://dx.doi.org/10.1017/iop.2015.7.

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Dissatisfaction with performance management (PM) has had a long history. Managers and employees alike have frustrations with the system, and numerous calls for the elimination of performance appraisal have been made over the years (e.g., Scholtes, 1999). The dissatisfaction and calls for elimination have created pressure for change in the practice of PM, and I applaud the focus on feedback and coaching that Pulakos, Mueller Hanson, Arad, and Moye (2015) have proposed. Providing feedback and being actively involved in the PM process would seem to be a key part of the job of managers, yet many managers are uncomfortable addressing this central task. Focusing efforts in our field on improving the skills of managers and helping managers become effective coaches can play a key role in improving PM. The need for improvement in the informal process, however, does not mean that the formal process is not needed. Pulakos et al. have suggested streamlining the formal PM system as much as possible, with particular emphasis on the possibility of eliminating performance ratings. It is argued here that the formal PM system still serves important purposes. It is also argued that a balance between the informal and formal aspects of the PM system needs to be maintained. These two issues are addressed below.

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Zaier, Amani, Ismahan Arslan-Ari, and Faith Maina. "The Use of Video Annotation Tools and Informal Online Discussions to Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic Feedback." Journal of Education 201, no. 1 (February 5, 2020): 19–27. http://dx.doi.org/10.1177/0022057420903269.

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This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and peer-evaluation. Preservice teachers rated themselves considerably higher compared with their peer-evaluation. The quality of the academic feedback and evaluation remained at the surface level with a mismatch between areas of refinement and areas of reinforcement. Evidence-based feedback and constructive criticism for areas of refinement were openly given during the informal discussion forums. Despite the inconsistency, preservice teachers perceived online communication through discussion posts as a valuable source of building relationships and providing support system.

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Matteucci, Paolo. "La didattica dell’italiano a distanza: un case study." Revista Italiano UERJ 12, no. 1 (September 5, 2021): 19. http://dx.doi.org/10.12957/italianouerj.2021.62148.

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ABSTRACT: Questo saggio si propone il fine di misurare l’impatto della transizione dalla didattica in aula a quella a distanza nel contesto dei corsi di italiano per principianti offerti, nel semestre autunnale 2020, dal Programma di Italiano dell’università canadese Dalhousie. Prendendo simultaneamente in considerazione i risultati del feedback formale e informale fornito dagli allievi, i dati raccolti tramite la ricerca-azione e l’osservazione dei corsi da parte di specialisti esterni, e una molteplicità di parametri valutativi, il presente intervento mira a delineare alcuni vantaggi e svantaggi dell’insegnamento a distanza dell’italiano come lingua straniera.Parole-chiave: Didattica dell’italiano. Glottotecnologie. Ricerca-azione. RESUMO: Este artigo analisa o impacto da transição das aulas presenciais ao formato virtual, especificamente no contexto das três seções do curso “Italiano para Iniciantes” oferecido no segundo semestre de 2020 pelo Programa de Italiano da Universidade de Dalhousie, Canadá. Justapondo os feedbacks formais e informais dos alunos, os dados recebidos da observação de terceiros através de pesquisa-ação e as avaliações de diversos indicadores de sucesso, este artigo visa delinear algumas vantagens, bem como os principais desafios, do ensino a distância do italiano enquanto idioma estrangeiro.Palavras-chave: Didática do italiano. Glototecnologias. Pesquisa-ação. ABSTRACT: This paper scrutinizes the impact of the transition from face-to-face teaching to online instruction, in the context of the Italian for Beginners courses offered in the fall semester 2020 by the Italian Program at Dalhousie University, Canada. By juxtaposing the student’s formal and informal feedback, the input received from third-party observation via action-research, and the assessment of a variety of indicators of success, this paper aims at outlining some advantages, as well as the main challenges, inscribed into at-distance teaching of Italian as a foreign language.Key words: Teaching Italian as a foreign language. At-distance instruction. Action-research.

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Lárusdóttir, Marta, Åsa Cajander, and Jan Gulliksen. "Informal feedback rather than performance measurements – user-centred evaluation in Scrum projects." Behaviour & Information Technology 33, no. 11 (December 6, 2013): 1118–35. http://dx.doi.org/10.1080/0144929x.2013.857430.

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Smith, Angela. "Health care staff informal feedback on ‘consultation level’ formulation sessions and group reflective practice sessions." FPOP Bulletin: Psychology of Older People 1, no. 127 (July 2014): 25–28. http://dx.doi.org/10.53841/bpsfpop.2014.1.127.25.

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This article seeks to build on the earlier article in this newsletter by Victoria Tew regarding formulation in teams, and the consistent references made to consultation level input being provided across the Trent region. This article will discuss the informal qualitative feedback received from a small group of health care professionals (HCPs) from a Mental Heath Service for Older People (MHSOP) with regards to the use of formulation sessions provided on a consultation basis and reflective practice groups in a newly-developed clinical psychology service in a rural area. I hope it will assist in demonstrating the power of asking for feedback and highlighting to higher management, and consequently commissioners, the content of that feedback as a contribution of evidence for the input that can be provided by clinical psychology to be seen as integral in revisions of service delivery within our area.

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Kandel, Purna Bahadur. "Enhancing Writing Ability of Students through Multiple Drafts and Critical Comments." Tribhuvan University Journal 30, no. 2 (December 1, 2016): 115–22. http://dx.doi.org/10.3126/tuj.v30i2.25558.

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This is an exploratory study through which the researcher conducted the research based on survey research design to find out the existing practices of providing feedbacks and perceptions of faculties in developing writing through multiple drafts and critical comments at B.Ed. level. Fifty respondents were selected from constituent and affiliated colleges as informants adopting purposive non-random sampling procedure to collect data. Questionnaire and informal interview were administered as tools to elicit the data for this study. It was found that the practice of brainstorming, planning, writing multiple drafts, revising and editing can enhance writing skills. The writing of multiple drafts facilitates the students to use mechanics and orthography adequately and develop cohesive and coherent writing. Moreover, it was found that students need teachers’ written as well as oral comments and feedbacks in developing writing skills; teachers’ critical written feedback and comments are more effective than oral feedback and most of the learners rarely keep on writing multiple drafts in the most of the colleges at the Tribhuvan University.

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Sheikh ⶁ, Fayaz Ahmad, and Saradindu Bhaduri. "Policy space for informal sector grassroots innovations: towards a ‘bottom-up’ narrative." International Development Planning Review: Volume 43, Issue 1 43, no. 1 (January 1, 2021): 115–37. http://dx.doi.org/10.3828/idpr.2019.34.

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Of late, innovation studies have taken a keen interest in exploring various components of informal sector grassroots innovations. While recognising the immense contribution of this scholarship in sensitising researchers and generating awareness, its connections to policymaking remain inadequate. In the absence of comprehensive policy discussions, the policy makers have often attempted to extrapolate the policies meant for formal sectors to suit the innovation requirements of the informal economy. The diverse, idiosyncratic nature of the informal grassroots innovation processes have not received adequate attention. Keeping in view the divergent motives, underpinnings and the nuances of informal sector grassroots innovations, this paper has undertaken a critical review of the various policy suggestions including intellectual property rights, commercialisation and standardisation on a mass scale, the role of awards and recognition for informal sector innovations, and the importance of feedback and standardisation. Based on ten years of ethnographic research in Kashmir, we identify key thematic insights into policy formulations for these innovations.

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Boling, Erica C., and Jeanine Beatty. "Cognitive Apprenticeship in Computer-Mediated Feedback: Creating a Classroom Environment to Increase Feedback and Learning." Journal of Educational Computing Research 43, no. 1 (July 2010): 47–65. http://dx.doi.org/10.2190/ec.43.1.d.

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This qualitative case study of 1 teacher and 10 students in an Advanced Placement English class explores the role of computer-mediated feedback in the creation of a classroom learning environment that was supported through hybrid learning experiences. Data sources included classroom observations, online conversations, interviews with 10 high school students, and informal conversations with a high school English teacher. Both inductive and deductive analyses, framed using a cognitive apprenticeship model, revealed how asynchronous online discussions can support the development of safe and productive communities where students actively engage in subject matter learning. The study reveals how online discussion forums can provide an excellent medium where students observe models of writing, engage in the writing process, and observe, reflect upon, and discover expert strategies in context. This study illustrates how both the quantity and quality of computer-mediated feedback increased over time, resulting in students learning not only from their teacher but from each other.

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Hutton, Cheryl, Joanne Robinson, and Robert Holliday. "Relationships with research post qualification: Love/hate or just neglect?" Clinical Psychology Forum 1, no. 241 (January 2013): 20–24. http://dx.doi.org/10.53841/bpscpf.2013.1.241.20.

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Research is a core component of clinical psychology training and part of our professional identity, yet few clinical psychologists remain involved with research post qualification. This article reports feedback from informal training sessions exploring clinical psychologists’ relationships with research.

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Gwee, Susan, and Hwee Leng Toh-Heng. "Developing Student Oral Presentation Skills with the Help of Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 4 (October 2015): 38–56. http://dx.doi.org/10.4018/ijmbl.2015100103.

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Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these settings. Students who viewed their oral presentations in a formal setting had significantly higher effectiveness of group presentation scores than those who viewed them in informal settings using mobile devices. Their presentations were rated more effective, cohesive, and organised. However, students found viewing their oral presentations in informal settings to be effective, engaging, convenient, and that it provided immediate feedback.

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James, Robin, Becky Hall, and Alex Fraiha. "Towards Improving the Informal Feedback Loop: Cooperating Teacher, Pre-Service Teacher Structured Discussions." International Journal of Pedagogy and Curriculum 21, no. 3-4 (2015): 1–12. http://dx.doi.org/10.18848/2327-7963/cgp/v21i3-4/48876.

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Johnson, Genevieve, and Shane Connelly. "Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger." Human Relations 67, no. 10 (June 19, 2014): 1265–90. http://dx.doi.org/10.1177/0018726714532856.

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Tulviste, Tiia, and Anni Tamm. "Informal language stimulation rather than corrective feedback matters in Estonian children's language performance." Learning and Instruction 63 (October 2019): 101221. http://dx.doi.org/10.1016/j.learninstruc.2019.101221.

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Van Waeyenberg, Thomas, Adelien Decramer, and Frederik Anseel. "Home nurses' turnover intentions: the impact of informal supervisory feedback and self-efficacy." Journal of Advanced Nursing 71, no. 12 (August 13, 2015): 2867–78. http://dx.doi.org/10.1111/jan.12747.

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Sehlbach, Carolin, Pim W. Teunissen, Erik W. Driessen, Sharon Mitchell, Gernot G. U. Rohde, Frank W. J. M. Smeenk, and Marjan J. B. Govaerts. "Learning in the workplace: Use of informal feedback cues in doctor‐patient communication." Medical Education 54, no. 9 (April 20, 2020): 811–20. http://dx.doi.org/10.1111/medu.14148.

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Dobusch, Leonhard, Markus Lang, and Sigrid Quack. "Open to Feedback? Formal and Informal Recursivity in Creative Commons’ Transnational Standard-Setting." Global Policy 8, no. 3 (September 2017): 353–63. http://dx.doi.org/10.1111/1758-5899.12462.

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Albadawi, Bushra Izzat. "The Virtual Museum VM as a Tool for Learning Science in Informal Environment." Education in the Knowledge Society (EKS) 22 (September 9, 2021): e23984. http://dx.doi.org/10.14201/eks.23984.

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This study aims to check if a Virtual Museum (VM) is a tool for learning science in an informal environment for lower basic grades from the perspective of parents and children. The study followed the mixed method quantitative and qualitative data collected from the main field-testing stage from the perspective of the user (children and parents) in the educational Research and Development (R & R&D) methodology, the evaluation tools used as instruments for parents, and one for parents for children with a focused interview. The parents' evaluation test yielded positive feedback, and the parents found that the VM is appropriate. The parents were similar in their opinion toward the VM to academic qualifications. The children's evaluation test yielded positive feedback. Children found that the VM is appropriate. Children's comments showed a greater interest level in learning science with technology through gaming and multimedia. They were very excited about using the VM, which helped them understand the subject content and navigate to search for scientific information.

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Ishchenko, Olga, and Olga Verkhovtsova. "Peer Feedback versus Traditional Teaching." JET (Journal of English Teaching) 5, no. 2 (July 19, 2019): 115. http://dx.doi.org/10.33541/jet.v5i2.1065.

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The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.

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Saimon, Musa. "ANALYSIS OF FEEDBACK GIVING PRACTICE AMONG JUDGES OF BONGO STAR SEARCH PROGRAM." Profetik: Jurnal Komunikasi 13, no. 2 (December 31, 2020): 184. http://dx.doi.org/10.14421/pjk.v13i2.1688.

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Human beings need feedback all the time so as to improve and (or) maintain certain behaviour. However, not every feedback can help one improve or maintain his/her behavior, unless they are appropriately given in a way they are constructive. Much of informal learning on different life aspects including feedback giving practices is done through media. As participants in media programs or viewers, we are much influenced by whatever goes on in the media. Consequently, there is high need to ensure media practices are appropriate so that they can influence the society in a very positive manner. This study analyses feedback giving practices among judges of Bongo Star search program using feedback giving principle. The data used in this study are video clips of BSS in 2015 episode 10. Results show that Bongo Star Search judges with regard to feedback giving principle did not observe the relevant principles to large extent and with regard to the feedback giving principle, they did not observe the principle description to a relatively large extent. Accordingly, the study calls for training among judges of Bongo Star Search on how to give effective feedback.

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Medcalf, John E., and Ted Glynn. "Assisting teachers to implement peer-tutored remedial reading using Pause, Prompt and Praise procedures." Queensland Journal of Guidance and Counselling 1 (October 1987): 11–23. http://dx.doi.org/10.1017/s1030316200000340.

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In this case-study, an educational psychologist trained three primary teachers to give feedback to three 11-12 year-old low progress readers who were each tutoring one low progress classmate, with the Pause, Prompt and Praise procedures. After themselves learning the Pause, Prompt and Praise procedures the teachers were provided with written instructions, and then trainer feedback on how to provide feedback for the peer tutors. Results of the eight week program indicated substantial gains for both tutees and tutors on the Dunedin Teachers College Informal Prose Inventory, and on the number of successive book levels read to criterion. With the written instructions alone, teachers use very intrusive prompts when giving feedback to peer tutors. However, when teachers also received feedback on their own performance they used far less intrusive forms of prompts, encouraging tutors to remember and explain their own tutoring behaviours and implement the procedures accurately without becoming dependent on teacher support or supervision.

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H. Mulder, Regina. "Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them." European Journal of Training and Development 37, no. 1 (January 18, 2013): 49–71. http://dx.doi.org/10.1108/03090591311293284.

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Brandsma, Gijs Jan. "Transparency of EU informal trilogues through public feedback in the European Parliament: promise unfulfilled." Journal of European Public Policy 26, no. 10 (October 8, 2018): 1464–83. http://dx.doi.org/10.1080/13501763.2018.1528295.

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Larson, James R., and Yitzchok Skolnik. "The Effect of Giving Informal Performance Feedback on Subsequent Formal Memory-Based Performance Evaluations1." Journal of Applied Social Psychology 15, no. 7 (November 1985): 428–42. http://dx.doi.org/10.1111/j.1559-1816.1985.tb02263.x.

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van Loon, Karsten A., Pim W. Teunissen, Erik W. Driessen, and Fedde Scheele. "Formal Versus Informal Judgments: Faculty Experiences With Entrustment in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 537–42. http://dx.doi.org/10.4300/jgme-d-18-00120.1.

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ABSTRACT Background Entrustment of residents has been formalized in many competency-based graduate medical education programs, but its relationship with informal decisions to entrust residents with clinical tasks is unclear. In addition, the effects of formal entrustment on training practice are still unknown. Objective Our objective was to learn from faculty members in training programs with extensive experience in formal entrustment how formal entrustment relates to informal entrustment decisions. Methods A questionnaire was e-mailed to all Dutch obstetrics and gynecology program directors to gather information on how faculty entrusts residents with clinical independence. We also interviewed faculty members to explore the relationship between formal entrustment and informal entrustment. Interviews were analyzed with conventional content analysis. Results Of 92 programs, 54 program directors completed the questionnaire (59% response rate). Results showed that formal entrustment was seen as valuable for generating formative feedback and giving insight into residents' progress in technical competencies. Interviewed faculty members (n = 12) used both formal and informal entrustment to determine the level of resident independence. Faculty reported they tended to favor informal entrustment because it can be reconsidered. In contrast, formal entrustment was reported to feel like a fixed state. Conclusions In a graduate medical education program where formal entrustment has been used for more than a decade, faculty used a combination of formal and informal entrustment. Informal entrustment is key in deciding if a resident can work independently. Faculty members reported being unsure how to optimally use formal entrustment in practice next to their informal decisions.

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Shilova, Svetlana A., and Olga V. Pavlova. "ROLE OF INFORMAL ASSESSMENT IN IMPROVING STUDENTS` REFLECTION." Russian Journal of Education and Psychology 13, no. 5 (October 31, 2022): 52–69. http://dx.doi.org/10.12731/2658-4034-2022-13-5-52-69.

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Purpose. The article is devoted to various methods of informal assessment and their potential for developing students’ reflective skills. The authors analyze different theories and approaches to reflective learning in order to design tools for enhancing students’ reflective abilities. Methodology. The data obtained through the research are evaluated and interpreted on the basis of the descriptive approach. The authors also adopt the reflective-activity approach for designing a set of reflective statements. Results. The authors study the main features of informal assessment, compare and contrast them with the forms of formal assessment pointing out that new approaches to assessment such as Learning Oriented Assessment (LOA) should be adopted in order to promote learning, motivate students and encourage their autonomy. Special attention is given to feedback as an LOA component, which correlates with the concept of reflective learning. The authors analyze various theories of reflective learning and design a system of reflective statement, which could be used as a means of practical development of students’ reflective abilities. Practical implications. The results of the research can be applied in teaching practice of various disciplines at higher educational establishments.

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Mutta, Doris, Larwanou Mahamane, Chemuku Wekesa, Godwin Kowero, and Anders Roos. "Sustainable Business Models for Informal Charcoal Producers in Kenya." Sustainability 13, no. 6 (March 21, 2021): 3475. http://dx.doi.org/10.3390/su13063475.

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The sustainable business model (SBM) concept requires enterprises to integrate sustainability aspects in their planning and operations. Although 60% of the global working population make their living in the informal sector mostly in low-and middle income countries, the potential for SBMs has rarely been analyzed for this category. This study explores the SBMs of informal charcoal-producing enterprises in coastal Kenya. It describes key business-model components: value proposition, value creation and delivery, and economic value capture. Impact and dependency on sustainability-related indicators were also studied. Data were obtained through individual interviews, focus-group discussions, and workshops for charcoal producers and other relevant stakeholders. Findings demonstrated that charcoal enterprises, despite their informal status, adopt elaborate business models. The incomes positively affect several Sustainable Development Goals (SDGs) by reducing, if not eradicating, poverty and supporting basic livelihood needs. Examples of negative impacts on some SDG include the activity’s contribution to forest degradation. Feedback impacts, where SDG status influence the informal enterprises’ opportunities were also identified. The SBM model contributes to the development of a balanced sustainability transition of the charcoal sector. We suggest further analyses of the role of informal enterprises in the bioenergy sector for sustainable development and how their SBMs could be improved.

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Elston, Lauren, Sophie Hughes, and Susan Myles. "OP277 Rapid Development Of An Evaluation Framework: Capturing The Impact Of COVID-19 Activities By A Health Technology Assessment Body." International Journal of Technology Assessment in Health Care 37, S1 (December 2021): 10. http://dx.doi.org/10.1017/s0266462321000891.

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IntroductionHealth Technology Wales (HTW) is committed to evaluating the impact of our work. In March 2020, HTW directed efforts to support Welsh Government and health and social care providers in response to the COVID-19 pandemic. We adapted the HTW evaluation framework to specifically capture the impact of our additional COVID-19 work. Here we analyze data collected since the framework was implemented.MethodsBoth formal and informal feedback was analyzed. Formal feedback was obtained through the HTW Impact Questionnaire, which was developed to support more formalized data capture for all HTW workstreams and to facilitate feedback from all stakeholder groups. It was piloted with a targeted list of individuals and responses were received for COVID-19 work. Informal feedback included feedback received via email or through word of mouth.ResultsHTW COVID-19 products to date include Topic Exploration Reports, rapid evidence summaries and an Evidence Appraisal Report (EAR) on COVID-19 diagnostic tests (molecular and antibody tests). Stakeholders were positive about these outputs, describing them as valuable and informative. Reported impacts included informing policy and decision making, reducing duplication of efforts and helping to target development. The EAR received national and international focus, leading to HTW involvement in the European Network for Health Technology Assessment (EUnetHTA) COVID-19 reviews. Survey participants who gave feedback on COVID-19 activities included two members of Health Technology Assessment organizations, a health board representative and an industry representative; all agreed that HTW's COVID-19 work was useful, that the methods were reliable and robust and that HTW is responsive. All participants also felt that HTW's COVID-19 work had a positive impact in the wider health and social care context.ConclusionsHTW was able to respond rapidly to the COVID-19 pandemic and adapt current evaluation practices to capture the impact of COVID-19 work. We will continue to evaluate our COVID-19 activities. Future work will involve following up on the developing impact of our COVID-19 work and expanding our methods for data capture, for example conducting stakeholder interviews.

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Berger, Simone, Ana Maria Saut, and Fernando Tobal Berssaneti. "Using patient feedback to drive quality improvement in hospitals: a qualitative study." BMJ Open 10, no. 10 (October 2020): e037641. http://dx.doi.org/10.1136/bmjopen-2020-037641.

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ObjectivesAlthough different forms of patient feedback are available, their use in hospital management is still limited. The objective of this study is to explore how patient feedback is currently used in hospitals to improve quality.DesignThis is a qualitative exploratory multiple case study. Data collection included nine interviews, of an average duration of 50 min, conducted between March and June 2019. Additionally, a document and secondary data analysis were performed.SettingThis study was conducted in three Brazilian hospitals selected for their solid patient feedback practises.ParticipantsManagers from the customer service, quality, nursing, operations, projects and patient experience departments of the three hospitals.ResultsDespite literature suggesting that organisational objectives regarding patient feedback are not clear, data show that there is managerial concern regarding the promotion of an environment capable of changing according to patient feedback. In these instances, organisational processes were structured to focus on patients’ feedback and its receipt by the staff, including a non-punitive culture. Several patient feedback forms are available: voluntary events, patient surveys and informal feedback. Instruments to measure patient feedback focused on specific aspects of healthcare, to identify and clarify the problems for addressal by the management. The net promoter score was the main strategic indicator of patient feedback, used to assess the impact of improvement action.ConclusionsThe hospitals had established objectives that valued the patient’s perspective. Involvement of the health team, availability of different channels for feedback and the use of quality tools are considered a good basis for using patient feedback to drive quality improvement.

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Cheng, Ruijia, and Benjamin Mako Hill. "Many Destinations, Many Pathways: A Quantitative Analysis of Legitimate Peripheral Participation in Scratch." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–26. http://dx.doi.org/10.1145/3555106.

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Although informal online learning communities have proliferated over the last two decades, a fundamental question remains: What are the users of these communities expected to learn? Guided by the work of Etienne Wenger on communities of practice, we identify three distinct types of learning goals common to online informal learning communities: the development of domain skills, the development of identity as a community member, and the development of community-specific values and practices. Given these goals, what is the best way to support learning? Drawing from previous research in social computing, we ask how different types of legitimate peripheral participation by newcomers-contribution to core tasks, engagement with practice proxies, social bonding, and feedback exchange-may be associated with these three learning goals. Using data from the Scratch online community, we conduct a quantitative analysis to explore these questions. Our study contributes both theoretical insights and empirical evidence on how different types of learning occur in informal online environments.

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Ampofo, Justice Agyei. "TEACHERS FEEDBACK AND ITS IMPACT ON STUDENTS ACADEMIC PERFORMANCE IN GHANA: A CASE STUDY OF NEW EDUBIASE SENIOR HIGH SCHOOL." International Journal of Applied Research in Social Sciences 2, no. 6 (December 28, 2020): 166–86. http://dx.doi.org/10.51594/ijarss.v2i6.190.

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The purpose of the study was to investigate how feedbacks from teachers affect the academic achievement of New Edubiase Senior High School students in the Adansi South District of Ghana. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the teachers and students of New Edubiase Senior High School. In all, 60 teachers and 60 students were used for the study. Simple random and purposive sampling strategy was employed to select respondents for the study. Percentages were used for the analysis of the response and presented in tables and charts. Findings showed that students of New Edubiase Senior High School are aware of the importance of teachers’ feedback, both formal and informal type of formative assessment is used in assessing students of New Edubiase Senior High School by their teachers but the type of formative assessment that is mostly used in assessing students is formal. The study also found out that feedback help students to know the benefit of learning, encourages students to be more active and participate in class activities, help students to internalize and process the demands of task given to them by their teachers, increases self-esteem of students, guides students in on their performance, feedback deepen the understanding of students on their performance and also clarify what students should do. The study concluded that feedback can be used as an effective teaching tool by teachers in improving students’ academic achievement. Based on the findings, it was recommended that teachers of New Edubiase Senior High School should use formative feedback effectively as an effective tool on student learning and achievement and must also see the importance of assessment and clearly show how feedback can have a positive impact on student learning. Keywords: Teachers Feedback, Impacts, Senior High School Students, Academic Performance, New Edubiase.

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Ghosn-Chelala, Maria, and Wessam Al-Chibani. "Screencasting: supportive feedback for EFL remedial writing students." International Journal of Information and Learning Technology 35, no. 3 (June 4, 2018): 146–59. http://dx.doi.org/10.1108/ijilt-08-2017-0075.

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Purpose The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class. Design/methodology/approach This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses. Findings Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback. Research limitations/implications This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended. Originality/value The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.

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Kusaila, Michelle M. "Impact of informal learning in the accounting profession." Journal of Workplace Learning 31, no. 7 (August 20, 2019): 429–41. http://dx.doi.org/10.1108/jwl-01-2019-0007.

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Purpose This paper aims to examine the impact of informal learning contextual factors in facilitation workplace learning in the auditing profession. Design/methodology/approach Multiple linear regression analysis was used to look at the relationship between four aspects of informal learning and the impact on workplace learning using data from a cross-sectional survey of 95 audit professionals. Findings Correlation analysis identifies men perceive access to time and technology resources differently than women, but regression analysis identifies both genders are impacted by having time to participate in informal learning activities. Older, more experienced auditors’ were not as impacted by informal learning activities, but younger auditors were impacted by management support. Contrasting previous research the significance of a supportive organizational culture suggests the learning culture in public accounting firms’ support knowledge dispersion through the feedback and review process. Research limitations/implications This study was tested in one context; it could be expanded to other accounting professionals, to look for generalizability. The technology attribute can be further explored as technology adoption is pushed to new staff; future studies could explore whether the technology attribute becomes significant. Originality/value Few studies have looked at the quantitative impact of informal learning in the accounting profession. This study adds to the literature confirming the importance of the pyramid structure in encouraging the development of younger auditors and its perceived positive impact on them. In addition, it extends the importance of the time commitment to personal development, and the role it plays in informal learning.

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Federman, Jessica E. "Regulatory focus and learning." European Journal of Training and Development 44, no. 4/5 (February 5, 2020): 425–47. http://dx.doi.org/10.1108/ejtd-09-2019-0164.

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Purpose The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field. Design/methodology/approach Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data. Findings In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning. Originality/value This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.

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Khan, Tehmeena, and Nicholas Murch. "Acute Medicine Finishing School: Preparing for the next step." Acute Medicine Journal 16, no. 1 (January 1, 2017): 37–42. http://dx.doi.org/10.52964/amja.0651.

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The transition from registrar to consultant in medicine is one that trainees feel ill prepared for and can be extremely stressful. We devised the concept of an Acute Medicine “Finishing School” for senior trainees in London training programmes and ran sessions on CV writing, a simulated consultant interview, consultant job planning, responding to complaints and an out of hospital emergency scenario. Our feedback survey indicated that our delegates’ confidence levels in all of the above aspects increased following the sessions. Both formal and informal feedback highlighted the need and appetite for such a course. By ensuring trainees are trained and supported through this transition process, we can ensure the process is a less stressful one.

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Sexton, Deborah. "Kirton Companions, the Clients Assess: Evaluating a Community Mental Health Day Facility." British Journal of Occupational Therapy 55, no. 11 (November 1992): 414–18. http://dx.doi.org/10.1177/030802269205501103.

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Clients attending a community mental health day facility were invited to assess and to provide feedback about the facility. Previous attempts at informal reviews with clients had proved unsuccessful due to their reluctance to provide negative feedback or to suggest changes. Clients were asked to rate statements linked to the aims of the facility to assess how far they perceived the aims to have been reached. The results compared the current attenders' assessments with those of past attenders and showed that the facility was most successful in its aim of providing support and increasing social contacts. Clients also agreed that the activities on offer at the facility were helpful in overcoming their mental health difficulties.

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Silvia, Richard J., Kelly C. Lee, Gregory H. Payne, Jessica Ho, Carla Cobb, Elayne D. Ansara, and Clint A. Ross. "Best practice model for outpatient psychiatric pharmacy practice, part 1: Development of initial attribute statements." Mental Health Clinician 12, no. 2 (April 1, 2022): 57–64. http://dx.doi.org/10.9740/mhc.2022.04.057.

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Abstract Introduction A 2019 survey identified significant variability of practice characteristics among outpatient psychiatric pharmacists (OPPs). No published model establishes which attributes constitute best practice for OPPs. By developing a consensus for best practice model attributes, OPPs can work toward consistent, effective patient care. This project aimed to develop attribute statements for a best practice model for OPPs providing direct patient care. Methods Board Certified Psychiatric Pharmacists and American Association of Psychiatric Pharmacists (AAPP) members were questioned using a 5-phase (P1-P5) survey and summit approach. The phases were: P1, broad ideation survey; P2, 10-person summit to develop draft statements; P3, survey of the draft statements for acceptance; P4, summit to resolve review feedback; and P5, survey of AAPP membership to confirm the finalized statements. Results P1 survey results generated a list of 143 possible attributes that informed the P2 summit, which were refined to 28 statements. P3 survey results confirmed at least 70% agreement with each statement. The P4 summit evaluated all P3 survey results and made significant modifications to 4 statements. Informal feedback was sought with other stakeholders, and supporting narratives and references were developed to provide clarity regarding the intent of each statement. Finalized statements and supporting narratives were confirmed in the P5 survey. Discussion The 28 attribute statements were developed over 18 months by gathering input and consensus through multiple modalities, including 3 surveys, 2 summit meetings, and numerous informal feedback requests. The agreement on the attribute statements was consistently high across all phases. The final attribute statements are presented elsewhere in this issue.

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Shahabi, Lillie, Golnaz Shahabi, Emma Wilcox, Catarina Campos, Zahra Shah, Daisy Holgate, Lilly Furssedonn, et al. "Using Neuro-oncology to teach GCSE students STEM-subjects." Neuro-Oncology 21, Supplement_4 (October 2019): iv6. http://dx.doi.org/10.1093/neuonc/noz167.024.

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Abstract Background The profile of brain tumours in the wider community has recently been raised. In this project we explored whether we could link brain tumour awareness with STEM education for secondary school pupils. We aimed to inspire the next generation by bringing research into formal and informal learning contexts. Method We worked with a local school to co-design and co-create a set of blended learning sessions. Each session consisted of some “biological” teaching and a practical activity. These included using IDH, MGMT and 1p/19q as models of varying genetic disorder and a Jenga-based game to teach radiobiology. Sessions were delivered every 1–2 weeks using a multidisciplinary team. We assessed impact through informal weekly feedback, a structured feedback form and linkage to GCSE curriculum items. We assessed costs using a staff-free FEC model. Results We delivered a total of 12 hours over 10 sessions. Feedback was overwhelmingly positive from the students – “The project has been very enlightening and rewarding”. We were able to link 60% of taught material to GCSE curriculum items. We estimated costs (materials) at £260. Students presented their work at the Imperial Science Festival and an additional conference. Discussion We have co-developed and piloted an innovative multi-disciplinary toolkit to use neuro-oncology as a way of teaching STEM subjects, though a pupil-centred approach. We are now seeking to pilot the materials with other neuroscience centres/ universities to support secondary schools and neuroscience centres/ universities in working collectively to create structured, strategic, and sustainable mechanisms for engagement.

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Journal articles on the topic 'Informal feedback'

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