Latest comment: 2 years ago1 comment1 person in discussion
Hello! I love what you have done with the book chapter so far regarding AHS. I would like to suggest using Case Study boxes, Example boxes, and adding in some more interactive features to engage the audience more and make it a more dynamic learning experience. U3216389 (discuss • contribs) 00:22, 12 October 2022 (UTC)Reply
Latest comment: 2 years ago1 comment1 person in discussion
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to see editing changes made whilst reviewing this chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments below may also be about all material on the page at the time of providing this feedback.
Consider linking to your eportfolio page and/or any other professional online profile or resume such as LinkedIn. This is not required, but it can be useful to interlink your professional networks.
Link provided to book chapter (ideally, use an internal link, as per Tutorial 02)
At least one contribution has been made and summarised with indirect link(s) to evidence
The summary is vague
Add direct links to evidence. To do this: View the page history, select the version of the page before and after your contributions, click "compare selected revisions", and then use this website address as a direct link to evidence for listing on your user page. For more info, see Making and summarising social contributions.
Latest comment: 2 years ago1 comment1 person in discussion
Hi,
Your book chapter is progressing nicely. Just a few minor suggestions, perhaps consider adding more images to engage the audience and adding a label in the description in italics (e.g. Figure 1., Figure 2.). Some of the heading casings need another look (e.g. 'Barriers to Academic Help Seeking' should become 'Barriers to academic help-seeking'). Overall, great work! U3203545 (discuss • contribs) 06:02, 14 October 2022 (UTC)Reply
Latest comment: 2 years ago1 comment1 person in discussion
Hi, the chapter looks nice and the idea is great yet I think in the overview, it good to define the topic and address the questions to giving directions to the reader. Here's some information I think is useful for you.
Cheng, K.-H., Liang, J.-C., & Tsai, C.-C. (2013). University students’ online academic help seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70–77. https://doi.org/10.1016/j.iheduc.2012.02.002
Karabenick, S. A., & Gonida, E. N. (2017). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Handbook of self-regulation of learning and performance (pp. 421-433). Routledge.
Latest comment: 2 years ago1 comment1 person in discussion
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Chapter marks will be available via UCLearn along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is an excellent chapter that successfully uses psychological theory and research to help address a practical, real-world phenomenon or problem
Minimal use of embedded in-text interwiki links to Wikipedia articles. Adding interwiki links for the first mention of key words and technical concepts would make the text more interactive. See example.
No use of embedded in-text links to related book chapters. Embedding in-text links to related book chapters helps to integrate this chapter into the broader book project.
Basic use of image(s)
No use of table(s)
Basic use of feature box(es)
No use of quiz(zes)
Very good use of case studies or examples. Consider using more culturally diverse names.
Good use of interwiki links in the "See also" section. Also include Wikipedia links.
Basic use of external links in the "External links" section
Latest comment: 2 years ago1 comment1 person in discussion
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's UCLearn site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
The audio is easy to follow and interesting to listen to
The presentation makes effective use of narrated audio
Audio communication is clear and well paced
Excellent pauses between sentences. This helps the viewer to cognitively digest the information that has just been presented before moving on to the next point.
Excellent intonation enhances listener interest and engagement
The chapter title and sub-title (or an abbreviation to fit within the 100 character limit) are used in the name of the presentation — this helps to clearly convey the purpose of the presentation. Check and correct casing.
A written description of the presentation is not provided