Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately

  • Andrew C. Butlera, Berenice Verdinb, Elizabeth J. Marsha
  • Published 2014

Abstract

Educators and researchers who study human learning often assume that feedback is most effective when given immediately. However, a growing body of research has challenged this assumption by demonstrating that delaying feedback can facilitate learning. Advocates for immediate feedback have questioned the generalizability of this finding, suggesting that such… (More)

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