English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Feedback is powerful for learning in education, and the workplace. Work-integrated learning bridges these two settings, but how prepared students are to use feedback strategies as they enter the workplace remains unknown. This paper documents an exploratory, mixed-methods, study involving final-year occupational therapy students. The students were undertaking work-integrated learning to develop project management skills. The specific research questions addressed were; how feedback literate are final-year students; and, can feedback literacy (FL) education improve FL in preparation for the workplace? Likert scales, open response questions, and assessment rubrics were utilised. Opportunities for FL education were provided. Statistically significant differences between pre- and post-test survey responses were evident. Four qualitative themes were identified; enacting feedback, choice of feedback, emotional impact of feedback and value of the outsider perspective. Some students demonstrated sophisticated feedback capabilities. Others engaged tokenistically with feedback. Tentative support for the effectiveness of one FL intervention was demonstrated.

Students’ feedback literacy in workplace integrated learning: How prepared are they?