References: Immediate Feedback

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References

Arghode, V., Brieger, E.W. and McLean, G.N. (2017). Adult learning theories: Implications for online instruction. European Journal of Training and Development, 41(7), 593-609.

Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice, and professional development. Washington, DC: Center for Applied Linguistics. Retrieved September 12, 2008.

Diep, A. N., Zhu, C., Cocquyt, C., Greef, M. D., Vo, M. H., & Vanwing, T. (2019). Adult learners' needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223-253.

Ekmekci, O. (2013). Being there: Establishing instructor presence in an online learning environment. Higher Education Studies, 3(1), 29-38.

Ganapathy, M., Tan, D. A. L., & Phan, J. (2020). Students' perceptions of teachers' written corrective feedback in the Malaysian ESL classroom. Malaysian Journal of Learning and Instruction, 17(2), 103-136.
Green, T. M., Kelso, C. M., & Zillioux, D. (2015). The nexus between education and training: Implications for the adult learner. Journal of Research in Innovative Teaching, 8(1).

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Henrikson, R. (2019). Using online lectures to promote engagement: Recognising the self-directed learner as critical for practical inquiry. Journal of Open, Flexible and Distance Learning, 23(1), 17-32

Hooley, D. S., & Thorpe, J. (2017). The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension. Educational Technology Research and Development, 65(5), 1215-1238

Jamalinesari, A., Rahimi, F., Gowhary, H., & Azizifar, A. (2015). The effects of teacher-written direct vs. indirect feedback on students' writing. Procedia - Social and Behavioural Sciences, 192, 116-123.

Janakiraman, S., Watson, S. L., & Watson, W. R. (2018). Adult learners use of self-directed learning strategies in a massive open online course._ Journal of Ethnographic & Qualitative Research, 13_(2).

Karge, B. D., Phillips, K. M., Jessee, T., & McCabe, M. (2011). Effective strategies for engaging adult learners. Journal of College Teaching & Learning (TLC), 8(12), 53-56.

Marshall, E. M., Staddon, R. V., Wilson, D. A., & Mann, V. E. (2017). Addressing maths anxiety and engaging students with maths within the curriculum. MSOR Connections, 15(3), 28-35.

McClendon, C., Neugebauer, R. M., & King, A. (2017). Grit, growth mindset, and deliberate practice in online learning. Journal of Instructional Research, 8, 8-17.

McDonough, D. (2012). Using adult learner-centered principles and strategies in a blended course. Review of Higher Education & Self-Learning, 5(14), 112-120.

Meşe, C., & Dursun, Ö.Ö. (2019). Effectiveness of gamification elements in blended learning environments._ The Turkish Online Journal of Distance Education, 20_(3), 119-142.

Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68, 465-489.

Mubayrik, H. F. B. (2020). New trends in formative-summative evaluations for adult education._ SAGE Open, 10_(3).

Poll, K., Widen, J., & Weller, S. (2014). Six instructional best practices for online engagement and retention. _Journal of Online Doctoral Education, 1(_1) 56-72.

Smith, M. C., & Winking-Diaz, A. (2004). Increasing students' interactivity in an online course. Journal of Interactive Online Learning, 2(3), 1-25.

Wolfson, N.E., Cavanagh, T.M., and Kraiger, K. (2014). Older adults and technology-based instruction: Optimizing learning outcomes and transfer. Academy of Management Learning and Education, 13(1), 26-44.