Examining the contribution of diverse feedback perspectives during a work-integrated learning intervention

Abstract

This research emphasises the vital role of diverse forms of feedback for enhancing student learning during work-integrated learning (WIL) activities. Through a case study involving second-year undergraduate accounting students at an Australian university, this paper explores how a WIL intervention facilitated feedback from multiple stakeholders, including self-assessment, peer evaluation, academic instructors, and industry experts. The findings reveal that incorporating diverse forms of feedback offers students a broader perspective on their performance and areas for improvement. This study highlights how integrating a range of feedback mechanisms into the curriculum can not only deepen students’ appreciation of the value of feedback but also enhance their capacity for self-reflection and continuous personal and professional growth. The paper contributes to educational practices by providing insights into how varied feedback sources can be leveraged to foster more effective learning outcomes, preparing students to be more adaptable and responsive to feedback in their future careers. © 2024

Keywords

Author Keywords

work-integrated learning Industry collaboration Feedback Reflection Enhanced student learning

Index Keywords

Author Affiliations

Teaching and Curriculum, University of Wollongong, Wollongong, NSW, Australia

School of Business, University of Wollongong, Wollongong, NSW, Australia

Funding & Acknowledgements

University of Wollongong, UOW

The authors acknowledge that this research was undertaken with the support of an Educational Strategies Development Fund awarded by the University of Wollongong . We thank the anonymous reviewers and editor for their invaluable feedback on this paper.

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Examining the contribution of diverse feedback perspectives during a work-integrated learning intervention

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