<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
<> <http://xmlns.com/foaf/0.1/primaryTopic> <https://discovery.ucl.ac.uk/id/eprint/10090843> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Thesis> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Article> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/title> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/ontology/bibo/abstract> "Feedback in higher education (HE) is an important determinant of student success despite its variable impacts. Assessment and feedback have also been highlighted as one of the least satisfactory aspects of the learning experience. However, more scholarship has focussed on what constitutes ‘good feedback’ than about the factors that influence how it is perceived, engaged with, and used by students. This study aims to redress this imbalance by investigating what measures can be taken by teachers to support feedback engagement processes. It explores how the existing literature on dialogism, technology, can be synthesised into a new model of feedback engagement. Principles from the resulting USM model were employed in the design of dialogic technology-mediated feedback practices used over a semester with 14 South Korean undergraduates on an academic writing course. Utilising a qualitative approach, data from reflections, questionnaires (N=14) and the main method, in-depth semi-structured interviews (N=13), were analysed to understand perceptions of the relationship between navigating the feedback activities and feedback engagement and use. The data was also used to consider how the model could be empirically enhanced. The findings were analysed inductively, and the practices reportedly contributed to feedback engagement in four ways. Dialogism supported understanding of peer/teacher feedback, facilitated group knowledge co-construction, and motivated feedback engagement. Open access to peers’ work helped participants to make comparisons and understand how their work could be improved. Screencast feedback was perceived to be more thorough, usable, and affectively supportive. After initial disappointment with feedback, participants reportedly engaged with the feedback by employing certain pre-introduced concepts related to learning from feedback. Overall, the practices were demonstrated to support the development of feedback receptivity. The data supported contributed to the refinement of the USM model; thus, contributions to both theory and practice were made."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/date> "2020-02-28" .
<https://discovery.ucl.ac.uk/id/document/1047517> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Document> .
<https://discovery.ucl.ac.uk/id/org/ext-a64c3df5861c6582807add1abaadf2af> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://xmlns.com/foaf/0.1/Organization> .
<https://discovery.ucl.ac.uk/id/org/ext-a64c3df5861c6582807add1abaadf2af> <http://xmlns.com/foaf/0.1/name> "UCL (University College London)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/issuer> <https://discovery.ucl.ac.uk/id/org/ext-a64c3df5861c6582807add1abaadf2af> .
<https://discovery.ucl.ac.uk/id/org/ext-c254f89a4c8701a12eed7ed7abfcf05a> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://xmlns.com/foaf/0.1/Organization> .
<https://discovery.ucl.ac.uk/id/org/ext-c254f89a4c8701a12eed7ed7abfcf05a> <http://xmlns.com/foaf/0.1/name> "Institute of Education - Culture, Communication and Media, UCL (University College London)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/org/ext-c254f89a4c8701a12eed7ed7abfcf05a> <http://purl.org/dc/terms/isPartOf> <https://discovery.ucl.ac.uk/id/org/ext-a64c3df5861c6582807add1abaadf2af> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/issuer> <https://discovery.ucl.ac.uk/id/org/ext-c254f89a4c8701a12eed7ed7abfcf05a> .
<https://discovery.ucl.ac.uk/id/org/ext-a64c3df5861c6582807add1abaadf2af> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/org/ext-c254f89a4c8701a12eed7ed7abfcf05a> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/ontology/bibo/status> <http://purl.org/ontology/bibo/status/unpublished> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/creator> <https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/ontology/bibo/authorList> <https://discovery.ucl.ac.uk/id/eprint/10090843#authors> .
<https://discovery.ucl.ac.uk/id/eprint/10090843#authors> <http://www.w3.org/1999/02/22-rdf-syntax-ns#_1> <https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> .
<https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://xmlns.com/foaf/0.1/Person> .
<https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> <http://xmlns.com/foaf/0.1/givenName> "James Michael"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> <http://xmlns.com/foaf/0.1/familyName> "Wood"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/person/ext-f66b8f40270e0d6c1c70ff009b50006c> <http://xmlns.com/foaf/0.1/name> "James Michael Wood"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Article> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/ontology/bibo/presentedAt> <https://discovery.ucl.ac.uk/id/event/ext-7a8ef0ae8040f18aeba1d96d2adfc49a> .
<https://discovery.ucl.ac.uk/id/event/ext-7a8ef0ae8040f18aeba1d96d2adfc49a> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Conference> .
<https://discovery.ucl.ac.uk/id/event/ext-7a8ef0ae8040f18aeba1d96d2adfc49a> <http://purl.org/dc/terms/title> "UCL (University College London)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/EPrint> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/ThesisEPrint> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://purl.org/dc/terms/isPartOf> <https://discovery.ucl.ac.uk/id/repository> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047517> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047517> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Text)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047517> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/1/Wood_000_Thesis.pdf> .
<https://discovery.ucl.ac.uk/id/document/1047517> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/1/Wood_000_Thesis.pdf> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/1/Wood_000_Thesis.pdf> <http://www.w3.org/2000/01/rdf-schema#label> "Wood_000_Thesis.pdf"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047518> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Other)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://eprints.org/relation/isVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://eprints.org/relation/isVolatileVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://eprints.org/relation/islightboxThumbnailVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/2/lightbox.jpg> .
<https://discovery.ucl.ac.uk/id/document/1047518> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/2/lightbox.jpg> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/2/lightbox.jpg> <http://www.w3.org/2000/01/rdf-schema#label> "lightbox.jpg"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047519> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Other)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://eprints.org/relation/isVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://eprints.org/relation/isVolatileVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://eprints.org/relation/ispreviewThumbnailVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/3/preview.jpg> .
<https://discovery.ucl.ac.uk/id/document/1047519> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/3/preview.jpg> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/3/preview.jpg> <http://www.w3.org/2000/01/rdf-schema#label> "preview.jpg"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047520> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Other)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://eprints.org/relation/isVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://eprints.org/relation/isVolatileVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://eprints.org/relation/ismediumThumbnailVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/4/medium.jpg> .
<https://discovery.ucl.ac.uk/id/document/1047520> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/4/medium.jpg> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/4/medium.jpg> <http://www.w3.org/2000/01/rdf-schema#label> "medium.jpg"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047521> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Other)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://eprints.org/relation/isVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://eprints.org/relation/isVolatileVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://eprints.org/relation/issmallThumbnailVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/5/small.jpg> .
<https://discovery.ucl.ac.uk/id/document/1047521> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/5/small.jpg> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/5/small.jpg> <http://www.w3.org/2000/01/rdf-schema#label> "small.jpg"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://eprints.org/ontology/hasDocument> <https://discovery.ucl.ac.uk/id/document/1047522> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://www.w3.org/2000/01/rdf-schema#label> "A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience (Other)"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://eprints.org/relation/isVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://eprints.org/relation/isVolatileVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://eprints.org/relation/isIndexCodesVersionOf> <https://discovery.ucl.ac.uk/id/document/1047517> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://eprints.org/ontology/hasFile> <https://discovery.ucl.ac.uk/id/eprint/10090843/6/indexcodes.txt> .
<https://discovery.ucl.ac.uk/id/document/1047522> <http://purl.org/dc/terms/hasPart> <https://discovery.ucl.ac.uk/id/eprint/10090843/6/indexcodes.txt> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/6/indexcodes.txt> <http://www.w3.org/2000/01/rdf-schema#label> "indexcodes.txt"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10090843> <http://www.w3.org/2000/01/rdf-schema#seeAlso> <https://discovery.ucl.ac.uk/id/eprint/10090843/> .
<https://discovery.ucl.ac.uk/id/eprint/10090843/> <http://purl.org/dc/elements/1.1/title> "HTML Summary of #10090843 \n\nA Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience\n\n" .
<https://discovery.ucl.ac.uk/id/eprint/10090843/> <http://purl.org/dc/elements/1.1/format> "text/html" .
<https://discovery.ucl.ac.uk/id/eprint/10090843/> <http://xmlns.com/foaf/0.1/primaryTopic> <https://discovery.ucl.ac.uk/id/eprint/10090843> .