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It addresses limits of prior research that mostly focuses on written feedback, especially under large classes and modular study structures. Using Karlsen’s PLUS model, qualitative interviews from two Norwegian student cohorts (n=28) investigate which factors support effective use of feedback in learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-value-of-oral-feedback-in-the-context-of-capstone-projects-in-design-education/599854/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-value-of-oral-feedback-in-the-context-of-capstone-projects-in-design-education/599854.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To understand students’ perceptions of oral feedback in bachelor capstone project supervision in design education, and to identify factors that improve students’ utilisation of feedback for learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the study focus on oral feedback instead of written feedback?",{"text":117,"@type":113},"Most existing research examines student perceptions of written feedback, while few studies consider oral, face-to-face feedback in the context of supervised capstone projects.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about the usefulness of teachers’ feedback?",{"text":121,"@type":113},"Students generally regard teachers’ feedback as more useful than useless, and they report that their perception of supervisors’ trustworthiness influences how they utilise the feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599854,1792188479,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The value of oral feedback in the context of capstone projects in design education  \nKristine Hoeg Karlsen, Østfold University College, Norway  \nAbstract  \nResearch frequently reports student dissatisfaction with feedback in higher education. Large class sizes and modularization challenge teachers in providing useful feedback. Most of these studies have investigated student perceptions of written feedback in coursework, and few attempts have been made considering feedback in face-to-face contexts such as bachelor's degree projects. This study aims to enrich our understanding of students' perception of feedback in the context of supervision of bachelor's degree projects using Karlsen's (2015) PLUS model to systematise factors that help improve their utilisation of feedback in learning. Qualitative interviews were used to collect data from two bachelor student cohorts doing their projects as part of industrial design programmes and computer science at a mid-sized Norwegian university college (n=28) . Results indicate that students generally find teachers' feedback more useful than useless. In addition to the students own attitudes towards assessment, they report that how they perceive the supervisors' trustworthiness matters when utilising feedback.  \nKey words  \ntypes of feedback; capstone projects in design; formative assessment; supervision; learning; students’ responses to feedback.  \nIntroduction  \nFeedback is the basis of formative assessment (Black, 2008; Sadler, 1989) and is central to higher educational processes (Ramsden, 2003) . It is a complex phenomenon designed for various pragmatic and epistemological purposes, depending on the learning environment (Poulos & Mahony, 2008) . Recently, in higher education, a shift is taking place from a cognitivist view of feedback to a so-called co-constructivist and sustainable perspective, emphasising the dynamic and iterative nature of learning (Evans, 2013; Boud & Soler, 2016; Ajjawi & Boud, 2017) . In the co-constructive perspective, feedback is an integral part of learning and is defined as'an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition' (Pintrich & Zusho, 2002, p. 250, cited in Carless, Salter, Yang & Lam, 2011, p. 396) . This study examines how design students at a mid-sized Norwegian university college reflect on the utility of teachers' feedback in the context of capstone project supervision in design education.  \nImproving feedback is a central goal of the Norwegian Quality Reform1 initiated at the beginning of the 2003 academic year to align Norwegian higher education to the Bologna process. The reform brought many changes to educational institutions in Norway, including a reinforced focus on formative assessment. After the reform, students have consistently confirmed that they appreciate being followed up closely, but give  \n1 White paper/ Official government-issued report, 27 (2000–2001)  \nlow scores when assessing the quality of the feedback they receive (Aamodt, Hovdhaugen, & Opheim, 2006; Bakken, Damen, & Keller, 2015; Damen, Keller, Hamberg, & Bakken, 2016) . International student surveys, such as the Australian Course Experience Questionnaire (James, Krause, & Jennings, 2010) and the British National Student Report (HEFCE, 2010), show similar results. Students' dissatisfaction with feedback could be due to many factors: teachers may have less time to give individualized feedback because of growing class sizes (Hounsell, 2003); There may be conflicts between the many roles that an academic teacher must manage (Tuck, 2012); The modularisation of study programmes may impend longer feedback cycles (Hounsell, 2003; Robson, Leat, Wall, & Lofthouse, 2013) . Other factors reported in the literature of why students find the feedback they receive wanting, is that the students themselves are not capable of making good use of feedback (Elwood & Bode, 2014; Värlander, 2008; Winst","cbCaitly1gDGrZsl","https://ap.wps.com/l/cbCaitly1gDGrZsl","pdf",1411127,23,"English","# Abstract\n# Introduction\n## Feedback and formative assessment\n## Co-constructivist and sustainable perspectives\n## Problems in providing effective feedback\n## Student perceptions and research gaps\n## Aim and research questions","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To understand students’ perceptions of oral feedback in bachelor capstone project supervision in design education, and to identify factors that improve students’ utilisation of feedback for learning.\"},{\"question\":\"Why does the study focus on oral feedback instead of written feedback?\",\"answer\":\"Most existing research examines student perceptions of written feedback, while few studies consider oral, face-to-face feedback in the context of supervised capstone projects.\"},{\"question\":\"What did the study find about the usefulness of teachers’ feedback?\",\"answer\":\"Students generally regard teachers’ feedback as more useful than useless, and they report that their perception of supervisors’ trustworthiness influences how they utilise the feedback.\"}]","The value of oral feedback in the context of capstone projects in design education | PDF",1792089567,58]