Asynchronous Innovation to Support Well-being Through Mindfulness and Feedback Literacy in Higher Education
This innovation, from a multidisciplinary team, is an open access, six-lesson online course on mindfulness to support feedback literacy. The course promotes resilience, emotional management, and learning improvement. Positive feedback indicates its potential to foster proactive engagement by students to seek feedback.
Authors
- Samantha M. Jones (ORCID: https://orcid.org/0000-0002-4884-8831)
- Lisa McCorquodale (ORCID: https://orcid.org/0000-0002-4556-3427)
- Thomas G. W. Telfer (ORCID: https://orcid.org/0009-0005-6130-8783)
- Tracey Ropp (ORCID: https://orcid.org/0009-0007-5250-4031)
- Hugh Samson (ORCID: https://orcid.org/0000-0001-8033-3611)
- Cecilia S. Dong (ORCID: https://orcid.org/0000-0003-2540-8734)
- Erin Isings (ORCID: https://orcid.org/0009-0004-2025-374X)
- Christine E. Bell (ORCID: https://orcid.org/0009-0006-8977-0790)
Institutions
- Western University (CA)
Publication Details
- Journal
- Canadian Journal of Community Mental Health
- Published
- 2025-08-29
- DOI
- https://doi.org/10.7870/cjcmh-2025-006
- Citations
- 1
- Primary Topic
- Student Assessment and Feedback
- Type
- article
- Field-Weighted Citation Impact
- 8.93