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dc.contributor.authorCramp, Andy
dc.date.accessioned2008-02-07T12:22:04Z
dc.date.available2008-02-07T12:22:04Z
dc.date.issued2007
dc.identifier.citationILE Learning and Teaching Projects 2006/2007
dc.identifier.urihttp://hdl.handle.net/2436/17692
dc.descriptionThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
dc.description.abstractSpecialist and Joint awards in the School of Education recruit 180-200 new full time students each year. Given the importance of the year 1 experience to student well being and success, we are constantly developing responses to the following questions: 1. What are the most effective ways to support students to level 1 success? 2. How can we best prepare students for progress within level 2 and 3 modules? 3. How can we ensure that points 1 and 2 above take place without significantly increasing the workload of colleagues? Answers to the above questions must be contextualised by the circumstances under which lecturers and students work and study together.
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/Default.aspx?page=6939
dc.subjectUndergraduate students
dc.subjectStudent engagement
dc.subjectReflection
dc.subjectFeedback
dc.subjectTutorials
dc.titleDeveloping student engagement with and reflection on feedback through the tutorial system
dc.title.alternativeHigher education
dc.typeJournal article
refterms.dateFOA2018-08-21T10:21:42Z
html.description.abstractSpecialist and Joint awards in the School of Education recruit 180-200 new full time students each year. Given the importance of the year 1 experience to student well being and success, we are constantly developing responses to the following questions: 1. What are the most effective ways to support students to level 1 success? 2. How can we best prepare students for progress within level 2 and 3 modules? 3. How can we ensure that points 1 and 2 above take place without significantly increasing the workload of colleagues? Answers to the above questions must be contextualised by the circumstances under which lecturers and students work and study together.


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