Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities
H. Knauf, Assessment & Evaluation in Higher Education 41 (2015) 442–449.
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This a secondary publication from 2024 of an original article published in 2015.
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Zeitschriftentitel
Assessment & Evaluation in Higher Education
Band
41
Zeitschriftennummer
3
Seite
442-449
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Knauf, Helen: Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. In: Assessment & Evaluation in Higher Education Bd. 41, Informa UK Limited (2015), Nr. 3, S. 442–449
Knauf H. Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. Assessment & Evaluation in Higher Education. 2015;41(3):442-449. doi:10.57720/4259
Knauf, H. (2015). Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities. Assessment & Evaluation in Higher Education, 41(3), 442–449. https://doi.org/10.57720/4259
@article{Knauf_2015, title={Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities}, volume={41}, DOI={10.57720/4259}, number={3}, journal={Assessment & Evaluation in Higher Education}, publisher={Informa UK Limited}, author={Knauf, Helen}, year={2015}, pages={442–449} }
Knauf, Helen. “Reading, Listening and Feeling: Audio Feedback as a Component of an Inclusive Learning Culture at Universities.” Assessment & Evaluation in Higher Education 41, no. 3 (2015): 442–49. https://doi.org/10.57720/4259.
H. Knauf, “Reading, listening and feeling: audio feedback as a component of an inclusive learning culture at universities,” Assessment & Evaluation in Higher Education, vol. 41, no. 3, pp. 442–449, 2015.
Knauf, Helen. “Reading, Listening and Feeling: Audio Feedback as a Component of an Inclusive Learning Culture at Universities.” Assessment & Evaluation in Higher Education, vol. 41, no. 3, Informa UK Limited, 2015, pp. 442–49, doi:10.57720/4259.
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2024-01-16T14:00:39Z
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This is the original article published by Taylor & Francis. Available online: https://doi.org/10.57720/4257
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