Concept Of Feedback Research Articles

From Flourish to Nourish: Cultivating Soil Health for Sustainable Floriculture.

Despite its rapid growth and economic success, the sustainability of the floriculture industry as it is presently conducted is debatable, due to the huge environmental impacts it initiates and incurs. Achieving sustainability requires joint efforts from all stakeholders, a fact that is often neglected in discussions that frequently focus upon economically driven management concerns. This review attempts to raise awareness and collective responsibility among the key practitioners in floriculture by discussing its sustainability in the context of soil health, as soil is the foundation of agriculture systems. Major challenges posed to soil health arise from soil acidification and salinization stimulated by the abusive use of fertilizers. The poisoning of soil biota by pesticide residues and plastic debris due to the excessive application of pesticides and disposal of plastics is another significant issue and concern. The consequence of continuous cropping obstacles are further elucidated by the concept of plant-soil feedback. Based on these challenges, we propose the adoption and implementation of several sustainable practices including breeding stress-resistant and nutrient-efficient cultivars, making sustainable soil management a goal of floriculture production, and the recycling of plastics to overcome and mitigate the decline in soil health. The problems created by flower waste materials are highlighted and efficient treatment by biochar synthesis is suggested. We acknowledge the complexity of developing and implementing the proposed practices in floriculture as there is limited collaboration among the research and operational communities, and the policymakers. Additional research examining the impacts the floriculture industry has upon soils is needed to develop more sustainable production practices that can help resolve the current threats and to bridge the understanding gap between researchers and stakeholders in floriculture.

Improving teaching quality: Development of the PjBL microteaching model for prospective biology teachers

Educational institutions prepare prospective biology teachers so they can carry out learning effectively and efficiently. However, there is a gap in meeting the needs for effective learning for prospective biology teachers. Based on a survey of 177 prospective teacher students, it was found that they preferred microteaching to be integrated with the project-based learning model. The aim of this research is to develop a PjBL-based microteaching model. The research method employed is Research and Development (R&D) using the ADDIE model. The research subjects were 36 fourth-semester students from the Biology Education Study Program who were enrolled in microteaching courses. The PjBL-based microteaching model has the syntax, (1) Instructional to the concept of microteaching, (2) plan, (3) teach, (4) feedback and reflection, (5) project collection, (6) project evaluation. Conclusion: This PjBL-based microteaching model is developed from microteaching and PjBL theories. The PjBL-based microteaching model for prospective biology teachers is deemed suitable for use, as indicated by validator assessments and small group and large group tests. Based on the results of the large group trials, it is evident that this model positively impacts the 4C skills of prospective biology teachers.

Exploring the perceptions and experiences of diabetes management and self-regulation in young adults using a continuous glucose monitoring device

Young adults face many pressures as they start being independent and responsible for their own actions and decisions. The use of continuous glucose monitoring has been shown to improve medical outcomes in diabetes management, but the mechanism of these improvements needs further investigation. This study aimed to examine the self-regulatory experiences and behaviours of a group of young adults using continuous glucose monitoring to manage type 1 diabetes. An exploratory qualitative approach was taken, using six virtual semi-structured interviews with young adults living with type 1 diabetes and using continuous glucose monitoring. A thematic analysis was used to identify themes from the gathered data. In this study, three themes demonstrated reciprocal determinism in that the observation of the continuous glucose monitoring results led to changes in the behaviours of the participants. The concepts of feedback and feedforward were also evident in the information provided by continuous glucose monitoring and the adjustment of the participants to achieve their personal blood glucose goals. The results of this study thus support the fact that self-regulation of those living with type 1 diabetes can be improved using continuous glucose monitoring as a tool for observation of blood glucose fluctuations and can, as a result, lead to changes in diabetes management behaviours and health outcomes. Continuous glucose monitoring provides the opportunity to observe the consequences of diabetes management behaviours, which activates the self-regulation processes of feedback and feedforward. This process has the potential to improve diabetes management behaviours in this vulnerable group.

‘You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy?

The past decades have seen a plethora of TV reality talent shows emerge. The viewing population likes nothing more than seeing a ‘class’ of bakers, sewers, potters or dancers develop their skills and face the scrutiny of judges before being whittled down to a winner. The popularity of these shows says something about the national psyche but, aside from the entertainment value, may also carry conceptions of teaching, learning, assessment and feedback. By applying a metalinguistic thematic analysis to judges’ feedback, this paper seeks to examine how one UK show in particular, ‘ Strictly Come Dancing,’ presents feedback and, using a feedback framework, how this is understood. This feedback framework is notable for the links made to self-regulation, an area that continues to influence UK education policy. This paper will argue that when popular TV shows such as Strictly Come Dancing are viewed through a pedagogical lens, they reveal models of feedback which are not necessarily valued. Furthermore, analysis reveals the spectacle of normalised and broader educational neoliberalism policy reflected back at us.

Shock Me The Way: Directional Electrotactile Feedback under the Smartwatch as a Navigation Aid for Cyclists

Cycling navigation is a complex and stressful task as the cyclist needs to focus simultaneously on the navigation, the road, and other road users. We propose directional electrotactile feedback at the wrist to reduce the auditory and visual load during navigation-aided cycling. We designed a custom electrotactile grid with 9 electrodes that is clipped under a smartwatch. In a preliminary study we identified suitable calibration settings and gained first insights about a suitable electrode layout. In a subsequent laboratory study we showed that a direction can be encoded with a mean error of 19.28\,° (σ = 42.77°) by combining 2 adjacent electrodes. Additionally, by interpolating with 3 electrodes a direction can be conveyed with a similar mean error of 22.54° (σ = 43.57°). We evaluated our concept of directional electrotactile feedback for cyclists in an outdoor study, in which 98.8% of all junctions were taken correctly by eight study participants. Only one participant deviated substantially from the optimal path, but was successfully navigated back to the original route by our system.

Vibrational Feedback for a Teleoperated Continuum Robot with Non-contact Endoscope Localization

Abstract Limited or absent haptic feedback is reported as a factor hindering the continued adoption of surgical robots. This article presents a proof of concept for vibrotactile feedback integrated into a continuum robot to explore whether such feedback improves spatial perception in surgical settings. The robot is equipped with a capacitive sensor for noncontact endoscope localization, enabling spatial awareness of the robot’s tool center point (TCP) within the surgical environment. The data from the sensor is processed and transmitted to a bracelet worn by the user, which generates vibrotactile feedback. The bracelet contains four vibration motors providing tactile cues for navigation and positioning of the robot’s TCP. All subsystems are integrated into a unified system to deliver vibrotactile feedback to the user. When the user maneuvers the TCP of the robot near an object, they receive vibrotactile feedback via the bracelet. Thereby, the intensity of vibration increases as the TCP approaches the object, and the direction of the obstacle is mapped on the bracelet. Initial functional tests were performed and prove the functionality of the proposed system.

Safe platooning and merging control using constructive barrier feedback

This paper proposes a novel formation control design for safe platooning and merging of a group of vehicles in multi-lane road scenarios. Provided a leader vehicle is independently controlled, the objective is controlling the follower vehicles to drive in the desired lane with a constant desired distance behind the neighboring (preceding) vehicle while preventing collisions with both the neighboring vehicle and the road’s edges. Inspired by the recent concept of constructive barrier feedback, the proposed controller for each follower vehicle is composed of two parts: one is the nominal controller that ensures its tracking of the neighboring vehicle; another is for collision avoidance by using divergent flow as a dissipative term, which slows down the relative velocity in the direction of the neighboring vehicle and road edges without compromising the nominal controller’s performance. The key contribution of this work is that the proposed control method ensures collision-free platooning and merging control in multi-lane road scenarios with computational efficiency and systematic stability analysis. Simulation results are provided to demonstrate the effectiveness of the proposed algorithms.

Evapotranspiration in the Amazon Basin: Couplings, hydrological memory and water feedback

The hydrological cycle of the Amazon Basin is characterized by a multitude of interactions between the atmosphere and surface processes, involving several temporal and spatial scales. Evapotranspiration is a key variable in the water and energy balance, particularly in this watershed that is home to the world largest rainforest. This study analyzed evapotranspiration in the Amazon Basin using the concepts of Coupling (one way relationship between two variables), Memory (temporal permanence of a state or anomaly in the behavior of one variable) and Feedback (two way relationships between two variables), during a 62-year period (12/1959–11/2021). This study found that the seasonality of precipitation, mainly due to the South American Monsoon, determines when evapotranspiration is mainly driven by (or coupled with) net radiation at the surface or soil moisture. Moreover, in the regions where seasonality of precipitation is strong, the previous hydroclimatic conditions due to hydrological memory (reaching just over 90 days in shallow soils) influences the evapotranspiration during the relatively dry season. Regarding water feedback, this study found that the dependence of seasonal precipitation of the Amazon Basin from their hydrobiological processes (fraction of precipitation recycled by Amazonian evapotranspiration) increases with the distance from the Atlantic Ocean, mainly during the non-monsoonal circulation. This process is particularly remarkable in the Amazon-Andes transition zone. However, the spatial pattern and height of water recycled in this watershed is mainly determined by the dominant circulation pattern of atmospheric fluxes in each season.

Applying a Competency-Based Medical Education Framework to Development of Residents' Feedback Skills.

Feedback is a critically important tool in medical education. This pilot program applies and evaluates a competency-based approach to develop residents' skills in providing feedback to medical students. In 2018-2019, a competency-based resident feedback skills program incorporating videorecording of skills, multi-source feedback using assessment tools with validity evidence, and sequential deliberate practice was piloted in a single-center, prospective study at the University of Rochester. Study participants included eight second-year psychiatry residents and 23 third-year clerkship students. After an introduction to foundational feedback concepts in didactic sessions, residents were videorecorded providing feedback to medical students. Recordings were reviewed with a faculty member for feedback. Skills were assessed by students who had received resident feedback, residents, and faculty utilizing a tool with validity evidence. Observations were repeated a total of three times. Mean feedback scores increased from 2.70 at the first feedback observation, to 2.77 at the second feedback observation, to 2.89 at the third feedback observation (maximum 3.00 points). The differences between the first and third sessions (0.19) and second and third sessions (0.12) were statistically significant (p values were < .001 and .007, with SE of 0.4 and 0.4, respectively). The observed competency-based feedback skills training program for residents using sequential, multi-source review and feedback was feasible and effective. Direct observation is a key component of high-quality feedback, and videorecording is an efficient methodology for observations, enabling both direct observation by the assessor and opportunity for enhanced self-assessment by residents viewing themselves in the feedback encounter.

Students’ perceptions on different sources of self-feedback

ABSTRACT Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback in favour of its dialogic function introduces new reflections concerning the internal generative feedback process. In this regard, Nicol [(2020). The power of internal feedback: Exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314; (2021). Guiding learning by activating students’ inner feedback. Times Higher Education] outlines the concept of self-feedback, i.e., the continuous comparative process that students produce from various external information and sources triggering internal feedback. In this context, the present research aims to explore students’ perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view, and researching the relationships between different individual characteristics. The results show that students’ individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations.

Non-energy feedback: The unseen impacts of sensory, social, material and systemic feedback on household energy demand

Energy feedback is a central plank in demand management interventions aiming to reduce the quantity or shift the timing of domestic energy use – changes to patterns of consumption widely seen as necessary in energy systems powered by intermittent renewable generation. Despite significant resources and attention, however, the changes in consumption achieved to date through energy feedback have been relatively limited in both extent and duration. At the same time, the energy sector has largely overlooked the role of broader forms of everyday feedback that observably shape when and how energy-using practices are performed. Drawing on ethnographic research with 30 Australian households, this article argues that in order for the sector to both understand and better guide patterns of domestic energy use we need to decentre energy feedback, and instead refocus attention on the non-energy data that informs everyday practices. We bring this empirical material together with social science literature on energy policy, feedback and consumption to propose the concept of non-energy feedback. Specifically, we explore how sensory, social, material and systemic forms of feedback inform the way that people use and think about energy, and consider how conventional and non-energy forms of feedback are used in combination in the course of everyday life. We conclude by exploring both novel and potential feedback concepts that engage households on the basis of their existing interests and capacities, and consider how non-energy feedback can help to address the challenges posed by a decarbonising and decentralising grid in which demand-side participation is increasingly vital.

Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions

&lt;p style="text-align: justify;"&gt;Psychosocial and educational intervention approaches employ diverse treatment frameworks, most of which involve delivering some form of feedback to participants about their behavior. General conceptions of feedback are well-known to underlie mainstream therapeutic and educational approaches. Recently emerging ‘smart’ approaches also rely on feedback principles. However, little scholarship is available to stitch together evolving strands of feedback principles and no literature characterizes explicitly the diverse landscape of feedback practices employed in education or intervention science. This paper reviews intrinsic conceptions of feedback along with diverse cases of its use in intervention and education. Based on our consideration, we present a typology of feedback modalities that we hope will enrich the efforts of interventionists and educators to design treatment and educational frameworks incorporating feedback.&lt;/p&gt;

Adapting feedback to the demands of teaching in diverse classrooms. Novel feedback concepts for preservice teachers during practicum

ABSTRACT During their practical training, feedback for preservice teachers should address the demands of diverse classrooms. Using the critical incident technique within a participatory research framework, this study investigated whether and how mentors adjust their feedback in this regard. Based on a sample of 33 preservice teachers and 46 mentor teachers in German primary and lower secondary education, the results indicate that although pupils’ differing prerequisites clearly presented challenges for preservice teachers, only part of the mentors referred in their feedback to these demands. Mentors who adapted their feedback referred to well-known methods for addressing differences in pupil performance and background and suggested specific novel strategies by specifying what is possible and expedient (or not) when pupils’ prerequisites and backgrounds differ. These methods were found to enhance preservice teachers’ self-efficacy and competencies in teaching diverse classes, and mutual diversity-oriented feedback also benefited mentors. In conclusion, the study identifies implications for feedback development.

What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback

ABSTRACT European students bring with them a variety of feedback experiences and literacies. Yet this variety tends to be underexplored. This study unpacks European students’ past experiences of feedback and the expectations they bring with them to the new learning context at a STEMM UK institution. Through examining the meaning behind the word feedback and the concept of feedback in students’ first languages, the study gives insight into the status of feedback in their previous contexts, how it translated onto practice and how it shaped students’ feedback expectations and practices in the new context.

Mixed policy feedback and evolution of environmental regulation: analysing instrument recalibration and layering in Danish nitrogen policy

ABSTRACT Recent research has demonstrated that positive and negative feedback can occur simultaneously within environmental policy. This tends to occur when policy has multiple purposes. We engage with the concept of mixed feedback to highlight aspects of the phenomenon that have hitherto not been explored in detail and thus add more nuance to the feedback argument to improve our understanding of environmental policy evolution. Our first argument is that single-purpose policies may generate mixed feedback. Each instrument generates distinct feedback. Secondly, we challenge the assumption that negative feedback undermine policy and suggest that negative feedback may indeed contribute to maintaining policy. For policy to endure over longer periods, it needs to respond to feedback. Thirdly, we argue that mixed instrument feedback can result in a substantial reshuffling of an environmental policy mix through the recalibration of instruments. We use the trajectory of Danish regulation aimed at nitrogen run-offs to coastal waters over almost three decades to illustrate the three arguments.

The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education

Extant research on students’ feedback conceptions has reported effects on performance, but the relationship of feedback conceptions to important motivational factors is not empirically evidenced. This study fills this gap by providing empirical data about students’ conceptions of feedback in relation to their motivational beliefs and achievement goals. Measurement and structural modelling analyses were based on undergraduate student data from New Zealand domestic (n = 832) and Chinese (People’s Republic of China, PRC) international students (n = 504) in New Zealand universities. Based on cross-ethnic invariant measurement models of conceptions of feedback, motivational beliefs, and achievement goals, a structural equation model uncovered links between feedback conceptions, motivational beliefs, and achievement goals. Specifically, feedback conceptions believing in actively using feedback and the value of teacher comments significantly promoted self-efficacy and task value beliefs, as well as mastery and performance-approach goals. In contrast, maladaptive feedback perceptions (i.e., feedback is ignored or used for judging performance against external standards or relative to others) had a minimal-to-negative impact on motivational beliefs and triggered stronger performance-avoidance goals. This study empirically demonstrates that conceptions of feedback support motivational beliefs and goal approaches consistent with previous claims concerning their self-regulatory role.

A closed-loop analysis approach for ensuring stormwater source control design solution to achieve the intended goals

Stormwater source controls have been adopted worldwide to address hydrological and environmental impairments caused by the spread of impervious surfaces in cities. Current design method in China uses 30-year daily rainfall records to generate relationship of rainfall volume capture ratio (αg) and daily design storm, and then uses design storm to propose design solution. However, source control performance differs from rain to rain, and hence the design solution's actual effect may deviate from αg. Borrowing closed-loop feedback concept from business domain, this study proposes closed-loop analysis (CLA) which uses design solution's 30-year simulated result as data feedback to check design solution's effectiveness and then make improvements if necessary. It consists of four methods: 1) hourly design storm statistical method, for addressing the weakness of current daily design storm; 2) design solution model credibility examination method, for guaranteeing credibility of 30-year simulated results for CLA; 3) appropriate design storms determination method for source control without underdrain; 4) additional design parameters optimization method for source control with underdrain. Taking Xiamen city for example, case study results shows that design solution's 30-year simulated results were consistent/comparable with sizing calculation formula that was used to propose design solution, and therefore they were credible for CLA. Appropriate design storms ensured design solutions without underdrain to achieve the intended αg±3 %. Optimal design parameters combinations ensured design solutions with underdrain to achieve αg but also restore natural runoff events with pre- and post-development runoff frequency spectra similarity being 0.670–0.691. Based on stormwater mathematical model, CLA can drive source control design computation to a new methodological stage.

Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study

ABSTRACT Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written translations. A corpus of 379 specific in-text comments was analysed in terms of the type of feedback, the level of the translation on which it impacted and its pragmatic function. The results show the prevalence of task-focused feedback, in-text comments on specialised terminology and a mainly corrective function of feedback, concerned with rectifying errors in the student’s translation. The feedback emerging from the results can be described as a unidirectional teacher-to-student model of communication, which does not correspond to the conception of dialogic and student-centred feedback advocated in the most current literature on this topic at university level.

Feedback control applied to a low cost ball-in-tube air levitation plant

Commercial educational tools for teaching feedback concepts in control systems engineering and mechatronics are generally expensive, large, complexand sensitive instruments; therefore, it cannot be used in universities with budget constraints, which greatly hinders the teaching of basic concepts of control theory and application. The mathematical tools that are taught in the disciplines of control theory in the undergraduate course are often abstract, especially in terms of practical application in an industrial setting, which makes it necessary to use didactic control plants to complement teaching and hands-on experimentation. This paper presents a low-cost ball and tube air levitation laboratory system as a teaching tool for engineering. Ball and tube laboratory setup is a dynamic benchmark system, designed to control the position of the ball on a vertical upward airflow that counteracts the gravitational force exerted on the ball without mechanical support. A blower feeds airflow, and the position of the ball is measurable by using an ultrasonic distance meter. As the purpose of the article is to serve as support material for undergraduate students who are taking their first steps in the study of control theory and feedback control, detailed modeling by the laws of physics are presented, followed by classic tools for the study of linear control and then a proportional-integral-derivative (PID) control system is developed. A modified structure of the classic PID is used and the results are compared with the classic structure.

Shifting feedback agency to students by having them write their own feedback comments

In higher education, there is a tension between teachers providing comments to students about their work and students developing agency in producing that work. Most proposals to address this tension assume a dialogic conception of feedback where students take more agency in eliciting and responding to others’ advice, recently framed as developing their feedback literacy. This conception does not however acknowledge the feedback agency students exercise implicitly during learning, through interactions with resources (e.g. textbooks, videos). This study therefore adopted a different framing - that all feedback is internally generated by students through comparing their work against different sources of reference information, human and material; and that agency is increased when these comparisons are made explicit. Students produced a literature review, compared it against information in two published reviews, and wrote their own self-feedback comments. The small sample size enabled detailed analysis of these comments and of students’ experiences in producing them. Results show students can generate significant self-feedback by making resource comparisons, that this feedback can replace or complement teacher feedback, be activated when required and help students fine-tune feedback requests to teachers. This widely applicable methodology strengthens students’ natural capacity for agency and makes dialogic feedback more effective.