Qualitative content analysis reveals shared and differing perceptions of written feedback among lecturers and students, suggesting improvements in communication.
Key Points
Lecturers and students perceive written feedback similarly, focusing on content and timing.
Qualitative content analysis of thesis drafts and interviews provided rich insights into feedback perceptions.
Differences exist in feedback marks and the balance of positive and negative comments, impacting student stress.
Effective communication strategies could alleviate stress in the thesis-writing process.