Abstract
Feedback cycles are useful concepts in biological systems, our everyday lives, and education. However, Higher Education is finding itself in something of a feedback crisis, with low student satisfaction despite high academic workload in this area. Here we explore how changing our conceptions of feedback in Higher Education could address this, and look at some positive cases of innovative feedback practice within bioscience disciplines.
| Original language | English |
|---|---|
| Pages (from-to) | 36-39 |
| Number of pages | 4 |
| Journal | Biochemist |
| Volume | 40 |
| Issue number | 3 |
| Publication status | Published - 1 Jun 2018 |