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Dialogic feedback and potentialities for student learning
Abstract
Dialogic approaches to feedback have been highlighted as important in re-conceptualizing the notion of feedback in higher education. However, this kind of claims has rarely been explored conceptually, and we know little about how dialogic feedback takes place when learners engage in feedback practices. The object of this study is two-fold; first we derive four dialogic dimensions from dialogic theory, and second we use these dimensions as an analytical framework to investigate feedback dialogues between a teacher and his students. For the purpose of in-depth investigation of the learning potential in dialogic feedback, we use interaction analysis. Based on the four theoretical dimensions merged with findings from our empirical case, we suggest an analytical model for the purpose of conceptualizing the distinctive features of dialogic feedback. The model holds four potentialities for student learning from dialogic feedback, which are; (a) emotional and relational support, (b) maintenance of the feedback dialogue, (c) opportunities for students to express themselves, and (d) the other's contribution to individual growth. We propose this model as an analytical tool for researchers in further investigation of learning potential in dialogic feedback in higher education contexts.
... Dialogic feedback has four dimensions: "emotional and relational support; maintenance of the feedback dialogue; opportunities for students to express themselves; and contribution to individual growth" (Steen-Utheim & Wittek, 2017, p. 18). [40] It is, at its essence, a conversation between the student and the teacher and can provide error correction, exemplars and explanation of responses' relative consequences and appropriateness (Carless & Chan, 2017). [8] Feedback improves learning (Carless & Winstone, 2020) [10] and is considered the most critical factor in learning design (Boud & Molloy, 2013, [4] Hattie & Timperley, 2007). ...
... T h i s d i a l o g i c f e e d b a c k a l l o w e d s t u d e n t s t o communicate with the teacher to help clarify concepts and co-construct meaning (Steen-Utheim & Wittek, 2017). [40] We did not discuss questions that most students answered correctly, as we assumed most students understood the concept. The teachers would discuss questions where students had trouble, and then students were encouraged to query their scores, which led to further discussion of the low-stakes online tests and the answers (Ingram & Nelson, 2006). ...
... Student reflections in the survey showed evidence that they thought the low-stakes tests contributed to their learning, reinforcing Nicol's (2007) [30] argument that low-stakes tests can contribute to learning. While the evidence in our results was not conclusive about the role of immediate dialogic feedback, when we consider the strength of the literature supporting dialogic feedback, we are confident of its contribution to learning (Carless & Chan, 2017; [8] Steen-Utheim & Wittek, 2017; [40] Willis et al., 2021; [49] Yang & Carless, 2013). [51] ...
The engagement of students is a recognised challenge for teachers. Technology offers some practical student engagement tools, and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement. The academic exploration of low-stakes tests and dialogic feedback has been extensive, and they are credible teaching tools. In this study, we explore the learning benefit of their combination. Postgraduate engineering students' self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement. We measured a 500% increase in the Learning Management System (LMS) page views on the days when we ran the low-stakes tests (each worth 2% of the marks for the subject) and engaged in immediate dialogic feedback. To interpret these results, we draw on theories of behavioural engagement, low-stakes tests, and feedback. We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.
... According to Bakhtin (1994), the dialogic utterances of speakers are the outcome of their interaction in particular social situations or contexts, which implies that duologues include the relationships constructed and negotiated by speakers (Yang & Carless, 2013). Within the sociocultural view (Vygotsky, 1978), as learners engage in dialogue or interaction, they negotiate meanings and develop their cognitive skills, such as critical thinking (Steen-Utheim & Wittek, 2017). Dialogic feedback plays an important role in fostering learners' roles as active respondents to feedback (Blair & McGinty, 2013;Espasa et al. , 2018;Guasch et al., 2019;Saeed & Al Qunayeer, 2020). ...
... The current study used an interaction analysis which is an interdisciplinary approach to analyzing and understanding dialogues or interactions (Ajjawi & Boud, 2017. This approach was selected because of its view of knowledge and actions as basically embedded in social and material contexts (Ajjawi & Boud, 2017Steen-Utheim & Wittek, 2017). Therefore, it enabled the researchers to better understand what was taking place in these dialogues and how meaning and its implication were constructed in such dialogues (Ajjawi & Boud, 2018). ...
... Learners' success in acting upon the received feedback depends significantly on their understanding of feedback(Guasch et al., 2019;Winstone et al., 2017) and other factors such as the nature of feedback and types of issues detected or addressed in learners' texts(Saeed & Al Qunayeer, 2020). Therefore, this dialogic approach to feedback emphasizes interactions as the central element in the process of feedback(Blair & McGinty, 2013; Carless, 2006 Carless, , 2020a Guasch et al., 2019;Saeed & Al Qunayeer, 2020).Despite this argument supporting the efficacy of the dialogic approach to feedback, empirical research on dialogic feedback processes in writing classrooms is still limited(Adie et al., 2018; Guasch et al., 2019;Saeed & Al Qunayeer, 2020) or has not been undertaken significantly so far(Dann, 2015; Green, 2019;Steen- Utheim & Wittek, 2017) ...
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... Despite this argument supporting the efficacy of the dialogic approach to feedback, empirical research on dialogic feedback processes in writing classrooms is still limited (Adie et al., 2018;Guasch et al., 2019;Saeed & Al Qunayeer, 2020) or has not been undertaken significantly so far (Dann, 2015;Green, 2019;Steen-Utheim & Wittek, 2017). Such research will increase our understanding of how feedback dialogue is constructed at the cognitive and socio-relational levels (Urquhart et al., 2014). ...
... Feedback dialogue is a collaborative conversation between learners and teachers or learners themselves (Blair & McGinty, 2013) that engages learners in interpretation of the received feedback, negotiation of its meanings and clarification of their expectations (Adie et al., 2018;Carless, 2013). As an interactive process, dialogic feedback activates the individual's learning through the contributions of others (Steen-Utheim & Wittek, 2017). According to Bakhtin (1994), the dialogic utterances of speakers are the outcome of their interaction in particular social situations or contexts, which implies that duologues include the relationships constructed and negotiated by speakers (Yang & Carless, 2013). ...
... Dialogic feedback is rooted in the constructivist and sociocultural views of learning and knowledge construction (Blair & McGinty, 2013;Dann, 2015;Guasch et al., 2019) as well as self-regulation (Merkel, 2018;Steen-Utheim & Wittek, 2017). Within the sociocultural view (Vygotsky, 1978), as learners engage in dialogue or interaction, they negotiate meanings and develop their cognitive skills, such as critical thinking (Steen-Utheim & Wittek, 2017). ...
Dialogic feedback, as opposed to unidirectional feedback that positions English language learners as mere receivers, is argued to be effective in promoting learners' self-regulated learning and active roles in feedback interpretation and negotiation. Despite the emphasis on dialogic feedback, empirical research on the how? question related to the processes of dialogues in feedback settings is limited. This paper, therefore, being positioned as part of this dialogic feedback approach, aimed to explore how feedback dialogues on the writing of fifteen pairs of undergraduates joining a writing class in a Saudi Arabia university are constructed. The data was collected from records of oral face-to-face (F2F) dialogues and digital or online written and audio interactions. The dialogues were analysed using an interactional analysis guided by several conceptual frameworks from previous research. Findings illustrated that dialogues are promoted and constructed within a four-dimensional process of cognitive, metacognitive, socio-affective, and structural activities. The assessment questions, hand-written codes and Google Docs-based highlights of errors in learners' drafts played a role in initiating F2F learner-learner dialogues which were extended to teacher-learner dialogues and to online dialogues. The study encourages writing instructors' shift to dialogic feedback in order to foster learners' active engagement with feedback and to motivate them to look for more effective strategies in promoting feedback dialogues with learners.
... Therefore, gamified quizzing in the present study is accompanied by an instructional wrap-around reflective intervention that is referred to as RCF to foster students' cognitive engagement. Current research on feedback affirmed that feedback is more effective when students are actively engaged as reflective thinkers in the feedback process (Rodgers, 2006;Sutton, 2009;Merry, Price, Carless, & Taras, 2013;Carless, 2016a;Brookhart, 2017;Steen-Utheim and Wittek, 2017). In the present study, RCF takes the form of a guided class discussion intended to engage students in reflection on their responses to the items of the mobile gamified quizzes. ...
... It is also crucial to note that the interplay of reflection and dialogue in RCF fosters students' cognitive processing and subsequently increases their academic performance. This conclusion aligns with the literature that advocates the role of reflection and dialogue in the effectiveness of feedback (Rodgers, 2006;Sutton, 2009;Merry et al., 2013;Van der Schaaf, Baartman, Prins, Oosterbaan, & Schaap, 2013;Carless, 2016b;Brookhart, 2017;Steen-Utheim and Wittek, 2017). Remarkably, the reasoning of this body of literature and the one that shapes RCF in the current study meet across the social constructivist argument that emphasizes the role of interaction and dialogue in facilitating knowledge construction and scaffolding learners to move across and beyond the ZPD (Vygotsky;1980). ...
This study investigated whether reflective class feedback (RCF) boosts the effectiveness of mobile gamified quizzing in enhancing active learning in higher education. A quasi-experimental non-equivalent group design was adopted in this study to measure the effect of mobile gamified quizzing with and without RCF on students’ achievement. Two intact groups of EFL first-year undergraduates in a Grammar course at Ibn Zohr university, Faculty of Letters and Human Sciences, participated in this study. One group played the mobile gamified quizzes with RCF, while the other played the same mobile gamified quizzes without RCF. The findings showed that the students who played the mobile gamified quizzes with RCF scored significantly higher than those who played the same gamified quizzes without RCF. These findings yielded a number of theoretical and practical implications for the effective use of mobile gamified quizzing.
... This gives learners the opportunity to work with the quality and standards of the subject. This in turn makes it possible for students to understand and understand feedback (Steen-Utheim & Wittek, 2017). Dialogic feedback is a process in which individual learning can be activated because that others experiences, thoughts and utterances are made visible and available in concrete contexts. ...
Feedback in English writing plays an important role in promoting the development of students’ writing ability. As one of the feedback forms, dialogic feedback has been gradually integrated into the new teaching concept of EFL writing. This study investigates learners’ attitudes toward dialogic feedback compared with written feedback and passive oral feedback. The characteristics of dialogic interaction are observed. The effectiveness of dialogic feedback and the influence of learners’ second language ability and instructors’ noticing strategies on the quality of feedback are discussed. It especially covers the differences of learners’ focus on writing (content, organization, grammar and language) in the process of feedback. Based on the one-to-one peer feedback model of the English writing center of Nantong University, this study collects data from 65 undergraduates through feedback corpus, questionnaire survey and semi-structured interview. The results show that most learners have a positive attitude towards dialogic feedback, which can to a certain degree improve their L2 writing. The higher the learners’ L2 proficiency, the more effective the dialogic feedback is. It is also helpful to improve the quantity and quality of dialogic feedback that the tutor uses the appropriate noticing strategy. These findings not only confirm the effectiveness of dialogic feedback, but also help teachers to use dialogic feedback reasonably and improve the effectiveness of feedback in English writing class.
... Previous studies have addressed the need for academic communication that motivates emotional engagement on the part of university students through the teaching practices employed by their teachers (Chalmers et al., 2018;Könings et al., 2011;Tronchoni et al., 2021). Several studies advocate reducing the use of lectures for large groups and employing active methodologies with regular feedback for students (Carr et al., 2015;Chalmers et al., 2018;Hardman, 2016;Moliní Fernández & Sánchez-González, 2019;Roberts, 2019;Steen-Utheim & Wittek, 2017). To date, however, there has been little discussion about students' preferences within these methodologies. ...
University teaching practices impact student interest, engagement, and academic performance. This paper presents a study that uses artificial intelligence (AI) to examine stu-dents' preferences for university teaching practices. We asked students in various fields open-ended questions about the best teaching practices they had experienced. Due to the large amount of data obtained, we used the AI-based language model Generative Pretrained Transformer-3 (GPT-3) to analyse the responses. With this model, we sorted students' testimonies into nine theory-based categories regarding teaching practices. After analysing the reliability of the classifications conducted by GPT-3, we found that the agreement between humans was similar to that observed between humans and the AI model, which supported its reliability. Regarding students' preferences for teaching practices, the results showed that students prefer practices that focus on (1) clarity and (2) interaction and relationships. These results enable the use of AI-based tools that facilitate the analysis of large amounts of information collected through open methods. At the didactic level, students' preferences and demand for clear teaching practices (in which ideas and activities are stated and shown without ambiguity) that are based on interaction and relationships (between teachers and students and among students themselves) are demonstrable.
... Dialogic feedback has been identified as an essential facet of educational study and practice. In the past ten years, educators have emphasized its importance (Ajjawi, & Boud, 2017;Beaumont, O'Doherty, & Shannon, 2011;Nicol, 2010;Steen-Utheim & Wittek, 2017;Yang & Carless, 2013). Moreover, dialogic feedback describes learning interactions provided by educators or peers. ...
Researchers have become increasingly interested in the notion of dialogic feedback in higher education. Despite its growing awareness of dialogic feedback, relatively little is known about how dialogic feedback is perceived through the lens of graduate students in the thesis supervision context. Hence, the purpose of this study is to explore the perceptions of graduate students regarding dialogic feedback during thesis proposal writing in a group supervision setting. An Interpretative Phenomenological Analysis (IPA) was undertaken to investigate the feedback experiences. Five TESOL graduate students were recruited to participate in semi-structured interviews and observations regarding supervision meetings. Two themes emerged from the findings. The first is the role of dialogic feedback in preventing students’ misunderstanding and cultivating students’ reflective thinking. Findings indicated that dialogic feedback could help improve students’ writing skills and thesis progress. The second is the positive and negative emotions encountered in the dialogic feedback experience. It contains feelings of low self-confidence, no fear of negative correction, and feelings of being motivated. The implication of the study brought to light the impact dialogic feedback has on thesis progress as well as providing a view of the dynamics between students' and supervisors' interactions in dialogic feedback experience.
... Research suggests that students find peer feedback useful, and that giving feedback might be even more useful than receiving it, but that it should be combined with expert feedback for reasons of legitimacy (Haughney et al., 2020). This aligns with the more recent definitions and understanding of feedback in that it is a dialogical process where actors should strive for a more equal balance of power (Dawson et al., 2019;Steen-Utheim & Wittek, 2017;Zhou et al., 2021). Within the workplace setting, the balance of power in feedback is less researched, but existing research indicates that peer feedback also here is seen as less threatening than feedback from superiors (Ranney et al., 2018). ...
Police officers, like other professionals, need to develop their competence and skills in correspondence with society. Peer feedback has been proven to significantly affect learning in the educational setting, and colleagues are seen as significant for the learning process in organizations. However, there seems to be little systematic knowledge concerning how verbal peer feedback affects police officers in workplace learning programs, and which elements affect this feedback. This review aims to fill this gap by analyzing 20 studies selected based on Arksey & O’Malley’s methodological framework. Findings show that police officers’ performance, motivation, and job satisfaction effectively can be improved using verbal peer feedback. It also shows some workplace conditions and factors management and feedback actors should consider when organizing for and conducting feedback. Lastly, it shows that much of the research conducted within the educational sector also is valid for police workplace learning programs. However, further research is needed, especially concerning the relationship between police peers.
... It may be pertinent for teachers to learn about different feedback models (e.g. Boud and Molloy 2013;Steen-utheim and Wittek 2017;nicol 2020) to be able to adopt an appropriate course of action for any particular situation. ...
Feedback literacy research has largely focussed on learner processes and how teachers can support them. However, a socio-material perspective on feedback as a situated practice foregrounds the interplay between actors, resources, contexts and structures, requiring a repositioning of teachers as entangled with others within practice. This merits further exploration of teacher feedback literacies. We undertake this exploration through the theory of practice architectures, which enables us to interrogate the structures which influence the possibilities for feedback practices and illustrate them in a constructed exemplar. This approach highlights the interrelatedness of teacher and learner practices, and that knowing not only one’s own role, but how practices are co-produced, is part of feedback literacies. Teacher feedback literacies might then be considered as learning to negotiate, align and resist with/in/against the structures which continue to re-make and reproduce ‘old ways’ of doing feedback. This creates a notion of teacher-learner feedback literacies, where teacher feedback literacies are not a separate capability, but entangled and embodied knowing and acting. Efforts to develop feedback literacies must turn to embedded but explicit experiential learning about feedback. Teachers and students should be prepared for possibilities in emergent interactions, rather than following feedback formulae.
... When assessment draws strongly on summative practices, assessment becomes a monologue. The concepts of 'dialogic assessment' and 'dialogic feedback' have been used to emphasise how the learning potential of assessment is best achieved when students have an opportunity to use feedback (Steen-Utheim & Wittek, 2017). This means that assessment is not primarily used as the last word but that students could utilise feedback to enhance their mathematical work and understanding further. ...
Universal Design for Learning (UDL) is a commonly used framework for designing accessible learning environments. While UDL has been reportedly applied to testing situations, much less is known about how classroom assessment (e.g., formative assessment) could be designed accessible to support the learning of all students. In this conceptual study, the previously introduced idea of Universal Design for Assessment (UDA) is reformulated in the context of mathematics. It is argued that in the test-driven assessment culture of mathematics, UDA holds specific promise; recent studies have noted that mathematics assessment does not enable students with disabilities to participate fully due to inaccessible practices. The proposed framework discussed how UDA could promote the following guidelines in mathematics assessment: i) partnership, ii) diversity, and iii) dialogue.
... In the social-affective dimension, feedback is perceived as a social and relational process that impacts learning through emotional management. The management of emotions can foster trust and balance the power relationship between educators and students, which could encourage them to share meanings and resolve misunderstandings through dialogues (Steen-Utheim & Wittek, 2017). Boud and Molloy (2013) also emphasise the importance of educator and student relationship in learning, which is an enabler of dialogues between two agents and can make feedback more effective and sustainable. ...
Feedback plays a crucial role in learning. Yet, higher education continues to face challenges regarding facilitating effective feedback processes. One of the challenges is the difficulty to track how students interact with feedback and the impact of feedback on learning outcomes. Learning analytics (LA) has opened up opportunities to enhance feedback practice with a wide array of data. However, most research seeks to deliver data-driven feedback rather than understanding how students make use of feedback and how educators can use learning analytics to support students in this process. As a first step to address this gap, our study investigated educators’ views of challenges and elements of effective feedback processes in addition to their perceptions of data-driven feedback. The study found that feedback design (e.g., feedback purpose, content, and structure), educator-related factors (e.g., time constraints and resource limitations), and student-related factors (e.g., disposition, self-regulation, and sense-making) can have positive or negative impacts on the feedback process. It also highlights the need for the development of student feedback literacy. Based on the findings, we proposed ideas for an LA-based feedback tool that can be used to facilitate a dialogic feedback process and address challenges with feedback.
... The social interactions that occur while participants completed the tasks on Soqqle can lead to increased creativity, self-expression, and self-confidence (Robson et al., 2015;Kahn et al., 1990;Steen-Utheim & Wittek, 2017). Alshahrani et al. (2017) further ascribe these benefits to the users' ability to quickly find pertinent information, thus becoming more self-reliant. ...
The importance of social networks has increased in recent decades, yet the use of social learning in higher education is nascent. Little is known how to foster high levels of social learning discourse among students in higher education classrooms. To address this gap, the present study analyses the use of a mobile application (Soqqle) for sharing student-generated content and peer to-peer communication. Students from Hong Kong, Malaysia, and Indonesia uploaded videos linked to assessments and received feedback from their instructors and peers through social engagement features (e.g., comments, likes). The majority of students reported that the social learning experience promoted idea generation, increased creativity, and improved attention. These results indicate that integrating online platforms and mobile applications can promote social learning. The findings have important implications for educational practice because many educational institutions have adopted online learning due to the COVID-19 pandemic. © 2022 Hong Kong Bao Long Accounting And Secretarial Limited. All rights reserved.
... According to [21], oral feedback was more efficient than written feedback on writing for Turkish EFL learners. A few other studies have highlighted the potential of teacher feedback provided in the oral modality due to the occurrence of teacher-learner dialogue around feedback [22,23]. Yet, the efficacy of teacher oral feedback has not been explored in compassion to other feedback modalities [19]. ...
Despite the increasing attention devoted to digital feedback modes in teacher feedback, the impact of these diverse feedback modes on learners’ writing performance has not been sufficiently addressed. Therefore, the current study, by assigning sixty English as a foreign language (EFL) undergraduates to four feedback mode conditions: oral/spoken, electronic (e-)text, voice, and audio-visual, examined the effect of these four feedback modes on paragraph writing performance. The results obtained from the four-mode groups’ pretest-posttest writing tasks through sample paired t-tests and one-way ANOVA indicate that oral, voice and audio-visual feedback modes enhanced learners’ performance in paragraph writing. Based on the findings, useful pedagogical and research implications are offered for writing teachers and instructors.
... According to [21], oral feedback was more efficient than written feedback on writing for Turkish EFL learners. A few other studies have highlighted the potential of teacher feedback provided in the oral modality due to the occurrence of teacher-learner dialogue around feedback [22,23]. Yet, the efficacy of teacher oral feedback has not been explored in compassion to other feedback modalities [19]. ...
Despite the increasing attention devoted to digital feedback modes in teacher feedback, the impact of these diverse feedback modes on learners’ writing performance has not been sufficiently addressed. Therefore, the current study, by assigning sixty English as a foreign language (EFL) undergraduates to four feedback mode conditions: oral/spoken, electronic (e-)text, voice, and audio-visual, examined the effect of these four feedback modes on paragraph writing performance. The results obtained from the four-mode groups’ pretest-posttest writing tasks through sample paired t-tests and one-way ANOVA indicate that oral, voice and audio-visual feedback modes enhanced learners’ performance in paragraph writing. Based on the findings, useful pedagogical and research implications are offered for writing teachers and instructors.
... Dialogue is particularly important in the learning-focused feedback paradigm (Nicol 2010;Steen-Utheim and Wittek 2017). Dialogic feed-forward is an interactive exchange about the quality of student work. ...
A key debate in higher education is how assessment and feedback can be constructed to maximize opportunities for meaningful student learning. In this paper, we explore how a learning-focused model of feedback, teacher-student dialogic feed-forward, is enacted in practice, exposing many affordances but also some challenges. Adopting a small-scale intensive approach, we trace the learning journeys of four students through a second-year undergraduate unit at a British university and on into their third and final year of study, accessing verbal testimony, teacher written comments on draft and final summative coursework, and student performance within and beyond the unit. We present in-depth student responses, understanding, behaviours, and achievement with respect to the feed-forward dialogue, revealing the subtleties of their reactions. Our findings evidence the transformative power of assessment dialogue on student learning for a range of achievers. Dialogic feed-forward can act as a pivotal moment in learning, where students reflect on their work, judge their standards against criteria, and co-create positive actions for improvement. Students develop cognitively, meta-cognitively, and affectively, becoming more comfortable with challenge and more productive in their learning. We conclude by widening our frame of reference to problematize dialogic feed-forward within current debates about higher education pedagogy.
... In several studies, the most important component of the dialogue is emotions, a positive atmosphere of dialogue, which involves students in an active communication process and allows them to overcome the difficulties of communication -conflict, criticism, mistakes in interaction (Yermolayeva, 2012). In this regard, it is emphasized that to implement a dialogical approach in the educational process it is necessary to have a significant Other, inclusion in a variety of collective relationships for the professional and personal development of students (Er et al., 2021, Steen-Utheim & Wittek, 2017. ...
... Through dialogic WCF, students are expected to actively negotiate areas for further improvement with their instructors. As discussed by Han and Xu (2020) the practice can nurture empathic communication skills, such as seeking clarification and negotiating alternatives that are useful when students are working through uncertainty caused by open-ended or vague feedback (Steen-Utheim & Wittek, 2017). For writing instructors, the ability of students to work through WCF can offer insights into the challenges that they encounter in writing. ...
Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students’ learning of expected academic skills or objectives of a module, while the latter promotes students’ pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students’ learning experiences.
... According to R. Arifin, et al (2018), five components of the assessment model must conduct, including (1) learning objectives, indicators and criteria for success, (2) structured learning tasks, (3) self-assessment, (4) peer assessment (between friends), (5) feedback to improve learning. Providing feedback in conducting project-based assessments has a positive impact on learning activities and also develops students' thinking habits (Christensen & Lynch, 2020;Yu & Wu, 2020;Meir et al., 2019;Steen-Utheim & Wittek, 2017). ...
This research and development aim to produce an appropriate blended learning-based assessment project that can improve student competence. Project assignment by utilizing various contemporary applications such as Tik Tok, Instagram, and Youtube as a medium for product promotion. The data were researched and developed using Research and Development methods, the research model used was adopted from Borg & Gall. The feasibility of the development product in the form of an instrument was validated by a validator of assessment experts, validators of material experts. Student competence is measured by cognitive and psychomotor aspects. Data analysis by percentage and paired sample T-test analysis. The results of expert validation were declared "Very Feasible" with a score of 86.4% (cognitive) and 88.2% (psychomotor). The results of material expert validation were 89% (cognitive) and 87.5% (psychomotor) with the "Very Feasible" category. The results of the large class trial resulted in a score of 86.7% for the teacher's response and 88% for the student's response to the assessment instrument product. The increase in student competence is measured through project assignments, where the results of the calculation of the paired sample T-test show that there is a difference in the average score before and after using the assessment instrument in either the cognitive or psychomotor domain.
... de la materia ha tenido una amplia aceptación por parte del alumnado, con niveles de implicación medios-elevados incluso en las tareas voluntarias. Todo ello podría denotar altos niveles de motivación intrínseca, los cuales se ven potenciados por la variabilidad cognitivas y habilidades, a la vez que pondrá en juego diversidad de competencias y destrezas, logrando un proceso de aprendizaje más rico y holístico(Boni y Calabuig, 2017;Steen-Utheim y Wittek, 2017). ...
La forma de impartir la docencia está en continuo cambio, adaptando los sistemas educativos a las necesidades de los estudiantes desde varias perspectivas. La situación Covid-19 ha impuesto un cambio drástico en el modelo metodológico, obligando a dirigirnos hacia entornos virtuales o apoyarnos ahora más que nunca en los mismos, lo cual se ha estado integrando progresivamente y de manera sistematizada en las aulas.
El desarrollo de diferentes metodologías, dinámicas y actividades interactivas, que facilitan la comunicación y el desarrollo de habilidades sociales, a partir de las relaciones que surgen entre el alumnado y profesorado mediante la realización de tareas multiformato, son la propuesta que fundamentan este trabajo para apoyar la práctica docente.
Analizamos los resultados obtenidos en la implementación de las mismas como evaluación de su eficacia en las diferentes modalidades, tanto presenciales, como semipresenciales o en línea.
Eleştirel ve yaratıcı düşünce 21. yüzyıl öğrenenlerinin geliştirmesi gereken önemli becerilerdir. Bu araştırma, açık ve uzaktan öğrenme ortamlarında eleştirel ve yaratıcı düşünceyi geliştirmek için, etkileşimli öğrenme senaryosunda hangi unsurların bulunması gerektiğini ortaya çıkarmayı ve etkileşimli öğrenme senaryo tasarımına yönelik bir kontrol listesi oluşturmayı amaçlamaktadır. Belirlenen amaç doğrultusunda Hetagoji kuramı ve Sorgulamaya Dayalı Öğrenme kuramı çalışmanın kuramsal çerçevesini oluşturmaktadır. Bu anlamda çalışma, etkileşimli senaryo oluşturma sürecine Hetagojik bir yaklaşımla Sorgulamaya Dayalı Öğrenme bağlamında bütüncül bir bakış açısı oluşturarak alanyazına katkı sağlaması açısından önemlidir. Çalışma nitel araştırma yaklaşımlarından biri olan durum çalışması ile desenlenmiştir. Veriler, yarı yapılandırılmış görüşme formlarıyla yüz yüze ve çevrimiçi olarak yedi alan uzmanıyla görüşme yapılarak toplanmıştır. Toplanan veriler, NVivo12 paket programıyla analiz edilerek, dört ana tema, on altı tema, elli beş alt temaya ulaşılmıştır. Bu bağlamda oluşturulan kontrol listesi genel olarak; önceki bilgiyle yeni bilgiyi bütünleştirme, süreç içinde öğrenene başarı mutluluğu yaşatma, farklı öğrenme stillerine yönelik farklı öğrenme yolu seçenekleri sunma, dallanma yapıları ve oryantasyon eklentisi oluşturma, açık uçlu soruları, örnek olayları, yaşamdan hikâyeleri, tartışma forumlarını bütün sürece yayma, uygun yazılım seçme şeklinde özetlenebilir.
This chapter reports on the results of observation-based peer group mentoring (OPGM) at the Faculty of Theology. Groups of three to four teachers worked together for one semester, observing each other’s teaching styles and participating in presupervision and postsupervision sessions. The aim of the OPGM was to improve collaboration among the teachers and increase students’ awareness of the connections between the different components of the study programme. The topics that were discussed often were (1) teaching design, (2) the connection between theory and practice in teaching, (3) the communication between teachers and students and (4) the dissemination of teaching. Based on a dialogical approach to learning, we analysed the learning potential of the mentoring sessions. Members of all groups developed conversation patterns characterised by emotional and relational support, opportunities to express themselves, continuation of initiatives and joint development of new insights. However, the manner in which conversational dynamics were established and developed emerged differently in each group. We conclude that the learning opportunities provided through OPGM are uniquely created in each group. Therefore, to allow trust to be established across OPGM groups, it is crucial to set aside sufficient time and a suitable working space to have confidential conversations with minimal interruptions.
As a theoretical contribution, this chapter focuses on feedback in the context of peer group mentoring. Core questions include how feedback dialogues are established in practice and which aspects of feedback dialogues are crucial for successful feedback. These questions are discussed in relation to research and theory within the field of feedback – a research field marked by a distinct shift in recent years. Although the traditional focus has been on how feedback is presented, this has now shifted towards how the recipient of the feedback (1) interprets and conceptualises what is said and (2) how they apply the feedback in ways that change their knowledge, self-understanding and/or practice. Here, a theoretical model is suggested, including four crucial dimensions of how feedback practices are established: relational aspects, interactional aspects, frames and structure and the substantial content of the dialogues. The model is developed to reveal the complexity of feedback in peer relationships, proposing a number of categories for further research on peer group mentoring. One can also use the model as a conversational tool when participants meet to clarify the expectations and procedures for peer mentoring in their own individual contexts.
The major purpose of this study was to explore tutors pedagogical practices in the teaching and learning of mathematics education in primary teachers colleges in Uganda.
This study employed qualitative research approach. That being the case, Qualitative approach was based upon the interpretive constructivist underpinnings whose aim was to explain the phenomenon from the subjective reasoning based on participants’ opinions, realities, meanings, attitudes, and motivations that lie behind their social behaviour.
This study used case study research design. A total of twelve (12) respondents participated in this study. These included six (6) Mathematics Tutors and six (6) Student teachers. Tutors were selected using purposive sampling technique also known as judgemental sampling and Pre-service students were selected using Convenience sampling. The study used face to face semi structured interviews and observation strategies for data collection. Data was collected using semi structured Interview guide and observation guide.
From this study it was revealed that Tutors engage student teachers during the teaching and learning of mathematics through giving them a chance to respond to questions, through material production among others. They assess students through asking them oral questions projects and presentations. Finally, tutors provide feedback to student teachers verbally and sometimes in written form for example after marking their work.
Upon thorough examination of the findings, the researcher discovered certain gaps and consequently, put forward the subsequent recommendations. Similar study should be done to cover a range of colleges to give a wider national picture for the best comparison of the extent to which pedagogical practices applied by tutors in Uganda influence the quality of prospective teachers in the teaching and learning of mathematics education. To enrich this study, another research can be conducted on integration of Information Communication and Technology (ICT) in acquisition of appropriate pedagogical practices by prospective teachers in the teaching and learning of mathematics.
This study determines and analyzes the principles of interactive scenario design supporting critical and creative thinking in asynchronous learning environments. The study was conducted as a qualitative research, framed by two theoretical approaches, heutagogy and inquiry-based learning, and a holistic case study. The basic principles of the theoretical approaches and then theoretical matrix where sixteen semi-structured interview questions transformed later on were the beginning of the study. Semi-structured interview questions were given to 7 open and distance learning field experts and the data was collected. For the data analysis descriptive and content analysis, for content analysis inductive analysis was used. NVivo12 was employed. The result of the study shows that in the design of interactive scenarios which is the basis of interactive videos, 4 main themes, which are (1) Support Productivity with Natural Curiosity, (2) Create Self-awareness, (3) Provide Self-discovery, (4) Spark off Intellectual Transformation, 16 themes describing the main themes and 55 sub-themes were achieved. The components leading the interactive scenario design where the themes explaining the main themes and the sub-themes take place were used as a checklist in the form of hypothesis.
Modern societies are characterized by unprecedently broad and fast diffusion of various forms of false and harmful information. Military personnel’s motivation to defend their country may be harmed by their exposure to disinformation. Therefore, specific education and training programs should be devised for the military to systematically improve (social) media literacy and build resilience against information influence activities. In this article, we put forward a useful methodological approach to designing such programs based on a case study: the process of developing a media literacy learning platform tailored to the needs of the Estonian defense forces in 2021. The approach is grounded in data on (a) the current needs and skills of the learners, (b) the kinds of influence activities that the learners may encounter, and (c) the learning design principles that would enhance their learning experience, such as learning through play and dialogue through feedback.
There is no doubt that supervision plays a significant role in doctoral education. Supervisors have a fiduciary responsibility for guiding their supervisees throughout their doctoral research and theses writing journeys. In recent times however, many doctoral education programmes have adopted a collegial support system for doctoral students by introducing students’ research seminars to supplement traditional supervision. Research seminars offer both students and faculty the opportunity to engage in scholarly dialogue aimed at improving the former’s research and thesis. Although such seminars have become commonplace in many doctoral education programmes worldwide, little research exist on students’ perceptions of research seminars in doctoral learning. In this paper, we contribute to the literature by exploring the perceptions of 12 PhD students from a University in Ghana about research seminars and their usefulness in doctoral education. The findings indicate that the students perceived research seminars in doctoral education as spaces evoking manifold purposes—constructive advice; discrediting students’ work; varied views; and “muffling” students’ voices. Furthermore, the students’ perceptions of the usefulness of research seminars in their learning were trifocal in scope—research and thesis writing, presentation skills, and confidence-building. The paper makes some recommendations for improving research seminars in doctoral education for the purpose of enhancing collegial learning.
This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.
When learners need help, the literature on academic help seeking suggests that it is beneficial to reach out and ask others for help. More specifically, adaptive help seeking is considered a valuable self-regulated learning strategy in which learners seek help when they can no longer solve an academic problem on their own. However, much of the existing research on help seeking takes us to the point in the process when the student is asking for help—but how does help seeking translate into improved learning? How might different types of help seeking help students learn how to successfully navigate the learning environment? What roles do relationships with peers and teachers and their feedback play in this process? Research on assessment for formative purposes focuses on how the feedback received from teacher, peer, or self-assessment can be used to support and move forward learning. In this chapter, we aim to bring these two ideas together in order to conceptualize academic help seeking as a way in which learners seek formative feedback during the learning process, at a time when they need it the most, in order to progress in their learning. In the first section of this chapter, we review and critique the literature on academic help seeking. In the second section, we review and critique the literature on assessment for formative purposes. In the third section of this chapter, we propose that the concepts of academic help seeking and formative assessment should be integrated because they have strong theoretical overlap, rely on similar processes, and have the same ultimate purposes to move forward learning. Using the concept of the Zone of Proximal Development (ZPD) from Vygotsky’s (1978) sociocultural theory, we offer a theoretical model linking the concepts of academic help seeking and the formative assessment process. In the fourth section, through reviewing and integrating these concepts of academic help seeking and formative assessment, we offer implications for practice to ensure that the potential benefits of help seeking for learning can be realized for students and raise some questions and empirical work still needed in this area. In the final section of the chapter, we offer a remembrance of our former doctoral advisor, Stuart Karabenick, renown in the field of academic help seeking research.
Propósito. En este ensayo bibliográfico se analizan las perspectivas e investigación reciente sobre retroalimentación. El argumento central sostiene que es necesario un enfoque pedagógico y dialógico para indagar sobre la interacción entre docente-estudiante y las formas en que participan, interpretan y utilizan la información de la retroalimentación el estudiantado para construir conocimiento. Discusión. El debate se focaliza en la crítica al enfoque de transmisión de información que limita la retroalimentación como una práctica monólogica-unidirecccional centrada en el profesorado. En contraposición, el enfoque socio-constructivista la comprende como un fenómeno social en el que interactúan docentes y estudiantes. Sin embargo, ambas perspectivas reducen la discusión a la búsqueda de un modelo genérico para las buenas prácticas y limitan su función al logro del aprendizaje como producto cognitivo. Conclusiones. Es importante enriquecer el estudio en el campo desde un enfoque pedagógico y de naturaleza social que asuma la retroalimentación como una interacción con la finalidad de problematizar las perspectivas dominantes que delimitan su acción como producto cognitivo relacionado con el rendimiento académico en contextos de educativos.
In the use of simulation activity as a learning approach, the debriefing phase is considered as crucial to achieve learning. In debriefing, the participants reflect and discuss what happened in the scenario. Feedback is an important factor, and research shows that there must be certain conditions present to achieve learning from feedback. The facilitator and the structure used impact on these conditions. In this chapter, we will present a new structure for debriefing in simulation based on a study focusing on how the structure affects the facilitator role.
This chapter provides information for teachers in higher education who are interested in collaborative learning combined with the use of immersive virtual reality (VR). It presents an introduction to VR and experiences from implementing and using VR in training midwifery students on the master’s level and radiography students in anatomy on the bachelor’s level.
Educational institutions can elevate student perspective and activation so that playful learning is formed by looking for new teaching possibilities. Didactical methods need to provide a safe environment where students can focus on interpersonal interactions with patients while being aware of how their own emotions can influence their situational awareness and decisions. The authors believe that relevant scenarios in a 360-degree video format will be beneficial for nursing students, specifically in preparation for the clinical setting. The potential of 360-degree video in virtual reality (VR) gives the instructor flexibility to create systematic, experiential learning and shapes emotional learning in collaboration with students. 360-Degree video can be seen as a playful way to learn in new situations. Playfulness of this kind can affect teachers and students motivation, as well as the opportunity to promote learning. This field lacks studies exploring the use of 360-degree videos in psychiatric simulation settings. This chapter will provide knowledge about the practical use of 360-degree video in VR, insight into technical potential, as well as challenges. Background information on why this method is suitable for promoting nursing students’ competence in mental health work will be presented. Another function of this chapter is to give an introduction and inspire exploration of 360-degree video in VR in professional education, with particular focus on how this can be used as a tool for nursing students in psychiatric simulation settings, like the VR-SIMI model, which is discussed later in the chapter.
Palliative care promotes quality of life for seriously ill and dying patients and their loved ones. An ageing population with more complex chronic and life-limiting conditions will increase the demand for competence in the field. Interprofessional cooperation will be a critical factor in achieving this. Such cooperation within the field of nursing is critical because of registered nurses’ (RNs) role and function in patient- and family-centred care. A project focusing on learning interdisciplinary teamwork using simulation as a learning approach was established. Two groups of students participated in the project: one group consisted of 17 nursing associates who were participating in a 2-year part-time study programme in cancer care and palliative care at a vocational college. The second group was made up of 28 RNs, a social worker and learning disability nurses, all postgraduate students taking part in a part-time interdisciplinary programme in palliative care at master’s degree level.
Simulation activity is usually conducted with participants physically present, but because of the COVID-19 pandemic situation, this was not possible. A pilot project was conducted where simulation activity was tried out as online learning. RNs and nursing associates (NA) participated, and their cooperation was focused on palliative/end-of-life care. They were all trained clinicians in two different study programmes.
In this chapter, we present how simulation activity with participants physically present was transformed into an online learning situation. A brief presentation of students’ and teachers’ reflections on the pedagogical advantages and disadvantages of such a transition is also included.
Over several years, simulation has become an established teaching method in study programs of nursing and other health disciplines. Simulation exercises have a theoretical foundation in a number of perspectives on how adults acquire knowledge, through experience-based learning, reflection-on-action and reflection-in-action, and an emphasis on the sociocultural context. As part of the learning process of simulation, the opportunity for feedback and feed forward is crucial in the learning process. The individual facilitator is particularly important in this understanding of learning. The role of the facilitator is aimed at guiding the student toward learning with the help of didactic and pedagogical methods. Learning in itself is a process that could be defined as a transformation that is not based on biological maturation. In this chapter, we look closer at the nature of train the trainer courses, what separates a facilitator from a lecturer, the significance of a common language and framework, as well as how the side effects and synergies of the facilitator’s skills might benefit academic staff in nursing and other health education programs.
In this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.
This chapter reports from an experimental study carried out at University College Copenhagen. In the experiment, fifth-semester nursing students were subjected to an intensified simulation intervention, combined with supporting elements designed to increase collaborative and peer learning. One supporting element was a series of peer-to-peer sessions in which students in small groups trained technical nursing skills for mastery learning, e.g., duodenal tube placement. We describe the study and analyze how the students perceive strengths and weaknesses of the peer-to-peer format and how these perceptions seem to be linked to the students’ perceptions of learning and authority. We discuss how the method may be a positive addition to simulation training in nursing education and particularly how the role of the teacher should be conceived.
Purpose
The purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university in Saudi Arabia.
Design/methodology/approach
This was a classroom intervention exploratory study with 16 pairs of students attending a writing class over a period of 14 weeks.
Findings
Analysis of feedback and uptake indicated that the students incorporated a high rate (85.21%) of feedback in revising their essays. The results also showed that the quantity of students’ uptake of instructor feedback (88.77%) was higher than that of peer feedback (82.17%). In terms of the rate of uptake of global feedback focusing on content and organization vs. local feedback focusing on language and formatting, the rate of uptake of local feedback (85.34%) was slightly higher than the uptake of global feedback (84.90%). The current results also showed that the quality of feedback (peer vs. instructor feedback and global vs. local feedback) also varied. Students’ perspectives on feedback underlined their perceived value of feedback on writing, their preference for instructor feedback and the perceived benefits of providing and receiving feedback.
Originality/value
This study investigated an area that has been under-researched in the Saudi higher education context and it has direct implications for the provision of feedback in writing classes.
This chapter describes the planning, implementation, and evaluation of non-technical skills simulations in an operating room (OR) nursing program in Norway. Three scenarios of preoperative preparations in the OR were simulated, each of which was followed by facilitated debriefing sessions. These sessions consisted of three phases: description, analysis, and application. To achieve the highest standard of care and ensure patient safety in the OR, it is necessary for Norwegian OR nurses to be proficient in the responsibilities and functions of both circulating and scrub nurse roles, including teamwork and non-technical skills. With respect to the three domains of educational purpose—qualification, socialization, and subjectification—the simulation activities aimed to enhance knowledge, ability, and understanding of non-technical skills in the OR, thus socializing the students to their new profession while also encouraging their independence. The Norwegian adaptation of the Scrub Practitioners’ List of Intraoperative Non-Technical Skills (SPLINTS-no) behavioral rating tool was used by the students for reflection and learning throughout the teaching activities. The majority of participants agreed or fully agreed that the three phases of debriefing were helpful for their learning. Simulation of non-technical skills in the preoperative OR can therefore be a valuable learning experience for OR nursing students, through the use of both low- and high-fidelity simulations in partnership with nurse anesthetist students.
The number of patients with cancer is increasing, resulting in complex disease patterns and multifaceted patient needs. Both the municipal health service and specialist health services face growing challenges. Oncology nursing students must be trained to see situations comprehensively, act when a patient’s situation worsens, and communicate effectively with the patient and the patient’s relatives. Much of this training will take place during the students’ practice studies, but these periods are short, and there are many aspects of nursing for students to focus on. Simulation offers one option for promoting learning in nursing education. Simulation is an effective supplement to traditional lectures in oncology nursing programs, giving students the opportunity to rehearse their skills and learn where they need more practice.
I hear and I forget.
I see and I remember.
I do and I understand.
—Confucius 551–479 BCE
Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning , reflection-on-action , and reflection-in-action . Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
Peer feedback can benefit students in many ways. However, these benefits are minimal when the feedback is implemented as a one-way activity. These benefits can be multiplied if dialogue and collaboration among students are maintained before, during and after feedback. At this point, the active participation of the student giving the feedback is important. However, students' feedback-giving behaviour has not received much attention in the literature and has never been examined in dialogue-centred collaborative practices. In this study, attending this gap, the feedback behaviours of students in an online peer feedback activity were explored. This activity platform was carried out on the Synergy platform, which was designed within the framework of collaborative peer feedback theory, and data emerging from students’ interactions with this platform were examined by applying process mining. The pre-processing of the obtained big data were carried out on the basis of collaborative feedback theory. According to the results of the research, while the behaviours of the students in the high-performance group were compatible with the collaborative peer feedback theory, there were significant deviations from the theory in the behaviours of the middle-performing students. Findings indicate the importance of dialogue and collective planning between students prior to feedback. In addition, this study contributed to the debate on the lack of theory in the field of learning analytics by showing the benefits of grounding learning analytics in theory. Important recommendations were shared at the end of the study.
A pesar de que la interacción en los procesos de enseñanza-aprendizaje es un fenómeno muy investigado, en el ámbito universitario no existen instrumentos para medirla. Teniendo esto en cuenta, este artículo tiene como objetivo validar el cuestionario "Instrumento de Medición de la Interacción en la Educación Superior (cuestionario IMIES)", que consta de 35 ítems tipo Likert. La validación se ha realizado con una muestra de 2.170 estudiantes universitarios de diferentes Grados y Másteres Oficiales de todos los cursos académicos en una Universidad del norte de España Según nuestros resultados, el cuestionario ha mostrado buenas propiedades y buenas medidas de fiabilidad en siete factores clave. Se puede concluir que el IMIES es una herramienta que contribuye a iniciar y mejorar la evaluación de los procesos de interacción en la enseñanza universitaria. Consideramos que es un instrumento útil tanto para el profesorado, como herramienta de autoevaluación, como para las universidades en su conjunto como herramienta de diagnóstico general para fomentar la interacción en sus aulas.
Although the literature on feedback processes has identified two approaches to feedback—more transmissive or more dialogical—there is little empirical evidence of how students perceive feedback practices, particularly in online education. Moreover, there is a lack of research addressing previous experience with online feedback (frequency, timing, type of feedback and the opportunity to resubmit their work) and how this influences student engagement. To provide evidence regarding these issues, we administered an online questionnaire to 1,766 bachelor students. Results suggested that students tend to perceive feedback practices as resembling the transmissive model. Even so, the results confirmed that students’ prior experience with online feedback influences their degree of cognitive engagement with it. The discussion in this paper focuses on the importance of carrying out dialogical feedback practices in online education, as well as demonstrating why it is important to purposefully design feedback, at both instructional and institutional levels. © 2022 Open and Distance Learning Association of Australia, Inc.
The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students’ written essays and reflections, both with teacher feedback included, were collected along with interviews with both students and teachers. Analysis focused on instances of interdiscursivity, when students incorporated their teachers’ discourse into their revisions and reflections. The study suggests that open-ended feedback promotes opportunities for co-regulation and metacognition when students become active agents in the assessment process.
Teaching in higher education has traditionally been conceptualised and acted upon as an individual responsibility in higher education institutions (Biggs & Tang, 2010). One challenge related to such a culture is that the levels of consciousness, attitudes and the sharing of experiences become limited. This lack of sharing among teachers is a particularly known challenge in education in general and higher education in particular (Edwards, 2010; Hargreaves, 2000; Thomas et al., 2014). Previous research has documented the positive outcomes related to activities that engage teachers in peer interactions to enhance their awareness of teaching (Thomas et al., 2014). Based on these insights, higher education is currently meeting new demands for university educators across disciplines to develop their teaching based on collaborative peer review (Norwegian Ministry of Education and Research, 2017). However, involving peers to ask challenging questions and offer constructive critiques necessitates discussing issues related to trust/distrust. Accordingly, this chapter discusses the development of trust in a peer review setting where teachers expose their teaching to colleagues. We take particular interest in what appears as presuppositions for the trust created within these groups, on the one hand, and the enactment of trust as collective in-group consistency, on the other.
Whether and how feedback when provided in different modes affects students' text revisions continue to be important questions for research. Therefore, the present study investigates the quantity and quality of students' integration of teacher feedback in relation to its modes and features. The feedback was given through the oral/spoken mode in a face-to-face (FTF) classroom environment and in three digital modes: text, recorded audio and audio-visual modes. Feedback was classified into imperative, correction, question, suggestion, statement and combination. Data collected from the instructor's four modes of feedback and essays of 30 learners in a Saudi university were coded and analyzed. Findings show that students took up 83.52% of the teacher feedback provided to them with quality of integration measured at 68.46%. The quantity and quality of students' integration of teacher feedback varied across the four modes with the audio-visual feedback being most integrated in text revisions while the text feedback was least integrated. Results also show feedback features, including suggestions, questions and imperatives, were more integrated by students than others. Based on the findings, useful pedagogical and research implications are offered.
ABSTRACT
This article addresses writing in higher education with the primary aim of
conceptualizing writing as a mediational tool. The conceptual framework
consists of three concepts: learning trajectories, mediation, and
recontextualization. The article describes how writing can work as a
mediational tool and suggests possible implications for higher
education. An empirical study from the context of initial teacher
education in Norway is used for the purpose of illustration. Writing
activities can mediate learning in important ways. However, design
elements that make students explore, contrast, and compare different
meaning potentials and position themselves within disciplinary or
professional discourse are crucial when considering the potential of
writing as a mediational tool in higher education.
This paper develops a dialogic theory of thinking and of learning to think that has implications for education. The theory is offered as a contrast to theories that are based on both Piaget and Vygotsky. The paper proceeds by unpacking and interweaving three key concepts: dialogue, thinking and learning in order to argue that learning to think can be understood as a shift in self-identification towards becoming dialogue. This theory is then applied to the context of primary classrooms through the analysis of three short episodes of interaction. These analyses offer evidence that a dialogic theory of learning to think can offer new and valuable insights into classroom interaction with the potential to inform pedagogy.
The preceding articles in this issue describe a diverse range of projects which had in common the aim of implementing or improving the practice of formative assessment, and thereby to secure some of the benefits attributed to it. This article attempts to set up a framework within which each of the different studies may be located and inter-related. There are three main sections. The first deals with the roles of assessment, both formative and summative, within a comprehensive model of pedagogy. The second considers the specific ways in which the different practices of assessment feedback help to develop the capacity of each student to become a thoughtful and independent learner. The third reviews the ways in which new assessment practices present problems to teachers in challenging them to re-think their role and similarly to students, when for both groups, new practices affect their ways of coping in the classroom.
This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample of award‐winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self‐regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.
The paper addresses the way in which participants in a qualitative study drew upon accounts of relationships and emotions in sharing their perceptions of assessment. By first exploring ideas about emotions and relationships in learning and assessment through the literature and subsequently discussing an interpretation of participant narratives, the author suggests that emotions and relationships surrounding past learning and assessment contexts can influence current perceptions of assessment and learning in powerful ways. The study also reveals how students value opportunities to express their beliefs, feelings and emotions during the assessment process. They also expect teachers to balance objectivity in assessment with empathy for those parts of themselves shared in the process. The conclusion is drawn that there are important implications for learning in the emotional response of students to assessment and in the nature of teaching and learning relationships that are worthy of further investigation.
The paper presents research findings on students’ experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first‐ and a final‐year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data provided a robust overall picture of the students’ perceptions of guidance and feedback across the six units, the interview data made possible a much finer‐grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students’ prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. By pinpointing potential troublespots, the framework can serve as a valuable diagnostic as well as analytical tool.
In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements, whether this emanates from calls for public accountability or is based on ideas of good educational practice (Ecclestone, 2001). We argue in this article that a single‐minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of providing students and staff with meaningful knowledge of standards and criteria. Inherent difficulties in the explicit verbal description of standards and criteria make a compelling argument for the consideration of the role of structured processes that support the effective transfer of both explicit and tacit assessment knowledge. With reference to both empirical evidence and the literature, we propose a conceptual framework for the transfer of knowledge of assessment criteria and standards that encompasses a spectrum of tacit and explicit processes, which has proven to be effective in practice in improving student performance.
Dialogic Education and Technology is about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. A dialogic perspective is developed drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself - in fact moving learners into the space of dialogue is described as the core aim of education. The central argument of the book is that there is a convergence between this dialogic perspective in education and the affordances of new information and communications technology. A genuinely dialogic perspective is relatively new to the field of educational technology and there is a considerable amount of interest in this topic amongst researchers who wish to see what extra insights, if any, a dialogical approach can offer them.
"This is an exciting book that synthesizes, clarifies and extends mounting discussions of dialogical thinking related to computer-supported education [...]. It is not only a delightful personal statement, but provokes thought on central issues of CSCL and enters into challenging dialog with the relevant alternative approaches. As a result of reading this book, I am convinced that we urgently need to open new online spaces for people to understandingly interact with different perspectives and creatively generate new insight and respect for difference."
-Gerry Stahl
Executive Editor of the International Journal of Computer Supported Collaborative Learning
This book offers a set of lenses which give deep insight into education and the use of technologies for learning. The moves between empirical studies, theoretical reflections and discussion of the design of learning environments make the book very thought provoking. Ideas are not just treated as ideas but they become transformed into principles for design.
Wegerif is convincing that the use of technology for the creation, maintaining and development of dialogical spaces has the potential for transforming and expanding educational experiences in a way which offers a needed vision of learning for the future.
-Sten Ludvigsen
Director of the InterMedia Centre for design, communication and learning University of Oslo
Abstract Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses,the abilities required to undertake activities that necessarily accompany,learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Acts of assessment need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.
This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance process rather than a summative event. A model is proposed, the Dialogic Feedback Cycle, to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study.
The purpose of this study was to describe assessment practices as these were experienced by tutors and students in one higher education establishment. Eighty members of faculty staff (80% return) and 130 3rd-year undergraduates (100% return) completed a 40-item questionnaire on their experiences of assessment. The questionnaire included items on the purpose of assessment, the nature and demand level of the tasks which were assessed, the timing of assessment and the procedures for marking and reporting. Statistical analyses of the data showed that there was a significant difference of perception between the two groups. These results are discussed in terms of alternative theoretical models of assessment and suggest that while staff declared a commitment to the formative purposes of assessment and maintained that the full range of learning was frequently assessed, they engaged in practices which militated against formative assessment and authentic assessment being fully realised.
There have been many recommendations for dialogue to be part of the feedback process for students in higher education. In this paper, we report on the findings of feedback-dialogue practices among 17 history, politics and international relations undergraduate students. The study is based on findings obtained from semi-structured interviews and focus groups which sought to explore the extent to which students perceive feedback-dialogues to be part of their learning experience and subsequently the value they place upon them. The aim of the research is to develop strategies for encouraging dialogue between lecturer–student and student–student to enhance the students’ experiences of feedback. Analysis of the results indicates the existence of a ‘top-down’ approach to dialogue between lecturers and students and gaps in opportunities for these types of exchange. A range of strategies for creating models which address these two issues are proposed.
Since the beginning of the century, feedback interventions (FIs) produced negative--but largely ignored--effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average (
d = .41) but that over one-third of the FIs decreased performance. This finding cannot be explained by sampling error, feedback sign, or existing theories. The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes. The results suggest that FI effectiveness decreases as attention moves up the hierarchy closer to the self and away from the task. These findings are further moderated by task characteristics that are still poorly understood. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also sum-marised.
Taylor and Francis Ltd CSHE_A_157196.sgm 10.1080/03075070600572132 Studies in Higher Education 0307-5079 (print)/1470-174X (online) Original Article 2006 Society for Research into Higher Education 31 2 000000April 2006 DavidCarless Faculty of EducationUniversity of Hong KongPokfulamHong Kongdcarless@hkucc.hku.hk Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the prob-lematic nature of assignment feedback by drawing on a large-scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine-grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that 'assessment dialogues' are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This refor-mulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
An important rationale for higher education is that it equips students for learning beyond the point of graduation. Th is paper considers the role that assessment plays in this. It suggests we need to take a new perspective on assessment: assessment to promote learning throughout life. It focuses on ideas that can be used to contribute to the construction of assessment practices and on wider implications for course design. It concludes by exploring barriers to acceptance of this perspective and how they might be addressed. As is well understood, assessment fulfi ls more than one role. It grades students and eventually certifi cates them, but it also has a part to play in aiding their learning. While early books about assessment emphasised its summative function, seeing the student's role as that of test taker, the balance between these two functions has changed over recent decades, and the formative function now has greater prominence. Most early books about assessment featured examples of what Serafi ni (2000) called 'assessment as measurement'. Th is paradigm of assessment was followed, Serafi ni suggests, by two further paradigms: 'assessment as procedure' and 'assessment as enquiry'. Th e role of the student has also changed, and many teachers now aim to encourage their students to be active agents in their own learning. It would however be premature to suggest that the formative function of assessment is now central, even though many higher education institutions have policy statements that acknowledge it. Rowntree (1987) also identifi ed a further purpose of assessment. He argued that it should help prepare students for life. It is this purpose that interests and concerns us. Boud (2000) explored this purpose further, conceptualising it as 'sustainable assessment'. In this paper we ask how, and to what extent, assessment has a role in preparing students for learning in professional life. It is our belief that much current assessment is inadequate to the task of preparing learners for a lifetime of learning. However, there are some practices that have moved this agenda in the right direction. We shall look at some assessment initiatives that might contribute to preparation for lifelong learning and discuss implications of the agenda of lifelong assessment for the design of assessment practices.
Performance feedback is an important part of many organizational interventions. Managers typically assume that providing employees with feedback about their performance makes it more likely that performance on the job will be improved. Despite the prevalence of feedback mechanisms in management interventions, however, feedback is not always as effective as is typically assumed. In this article, we present specific conditions under which feedback might be less effective, or even harmful. We then discuss the implications of our results and model for designing of interventions aimed at improving performance, and focus more narrowly on 360-degree appraisal systems. After arguing that these systems typically have design characteristics that reduce effectiveness, we conclude with recommendations for improving their effectiveness. We also emphasize the need for systematic evaluations of feedback interventions.
A variety of understandings of feedback exist in the literature, which can broadly be categorised as cognitivist information transmission and socio-constructivist. Understanding feedback as information transmission or ‘telling’ has until recently been dominant. However, a socio-constructivist perspective of feedback posits that feedback should be dialogic and help to develop students’ ability to monitor, evaluate and regulate their learning. This paper is positioned as part of the shift away from seeing feedback as input, to exploring feedback as a dialogical process focusing on effects, through presenting an innovative methodological approach to analysing feedback dialogues in situ. Interactional analysis adopts the premise that artefacts and technologies set up a social field, where understanding human–human and human–material activities and interactions is important. The paper suggests that this systematic approach to analysing dialogic feedback can enable insight into previously undocumented aspects of feedback, such as the interactional features that promote and sustain feedback dialogue. The paper discusses methodological issues in such analyses and implications for research on feedback.
Feedback has long been considered a vital component of training in the health professions. Nonetheless, it remains difficult to enact the feedback process effectively. In part, this may be because, historically, feedback has been framed in the medical education literature as a unidirectional content-delivery process with a focus on ensuring the learner's acceptance of the content. Thus, proposed solutions have been organized around mechanistic, educator-driven, and behavior-based best practices. Recently, some authors have begun to highlight the role of context and relationship in the feedback process, but no theoretical frameworks have yet been suggested for understanding or exploring this relational construction of feedback in medical education. The psychotherapeutic concept of the "therapeutic alliance" may be valuable in this regard.In this article, the authors propose that by reorganizing constructions of feedback around an "educational alliance" framework, medical educators may be able to develop a more meaningful understanding of the context-and, in particular, the relationship-in which feedback functions. Use of this framework may also help to reorient discussions of the feedback process from effective delivery and acceptance to negotiation in the environment of a supportive educational relationship.To explore and elaborate these issues and ideas, the authors review the medical education literature to excavate historical and evolving constructions of feedback in the field, review the origins of the therapeutic alliance and its demonstrated utility for psychotherapy practice, and consider implications regarding learners' perceptions of the supervisory relationship as a significant influence on feedback acceptance in medical education settings.
This article reports on a study concerning secondary school students' meaning-making of socio-scientific issues in Information and Communication Technology-mediated settings. Our theoretical argument has as its point of departure the analytical distinction between 'doing science' and 'doing school,' as two different forms of classroom activity. In the study we conducted an analysis of students working with web-based groupware systems concerned with genetics. The analysis identified how the students oriented their accounts of scientific concepts and how they attempted to understand the socio-scientific task in different ways. Their orientations were directed towards finding scientific explanations, towards exploring the ethical and social consequences, and towards 'fact-finding.' The students' different orientations seemed to contribute to an ambivalent tension, which, on the one hand, was productive because it urged them into ongoing discussions and explicit meaning-making. On the other hand, however, the tension elucidated how complex and challenging collaborative learning situations can be. Our findings suggest that in order to obtain a deeper understanding of students' meaning-making of socio-scientific issues in Information and Communication Technology-mediated settings, it is important not only to address how students perform the activity of 'doing science.' It is equally important to be sensitive with respect to how students orient their talk and activity towards more or less explicit values, demands, and expectations embedded in the educational setting. In other words, how students perform the activity of 'doing school.'
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Within the broad field of research on learning, culture and social interaction, sociocultural theory is now commonly used as an explanatory conceptual framework. In this article we begin by setting out the essential elements of this theory as it applies to a specific area of enquiry in which we have been involved, which is aimed at understanding the educational functions of classroom talk. In doing so, we will discuss some key concepts generated by the theory. We then review empirical research on talk and learning which has been inspired and informed by a sociocultural perspective, and go on to consider the educational implications of its findings. Finally, we consider how research on the educational functions of classroom talk might be developed, both theoretically and empirically, by using a sociocultural framework to link it with other lines of enquiry into learning and cognitive development.
Ikujiro Nonaka e Hirotaka Takeuchi establecen una vinculación del desempeño de las empresas japonesas con su capacidad para crear conocimiento y emplearlo en la producción de productos y tecnologías exitosas en el mercado. Los autores explican que hay dos tipos de conocimiento: el explícito, contenido en manuales y procedimientos, y el tácito, aprendido mediante la experiencia y comunicado, de manera indirecta, en forma de metáforas y analogías. Mientras los administradores estadounidenses se concentran en el conocimiento explícito, los japoneses lo hacen en el tácito y la clave de su éxito estriba en que han aprendido a convertir el conocimiento tácito en explícito. Finalmente, muestran que el mejor estilo administrativo para crear conocimiento es el que ellos denominan centro-arriba-abajo, en el que los gerentes de niveles intermedios son un puente entre los ideales de la alta dirección y la realidad caótica de los niveles inferiores.
Academic emotions have largely been neglected by educational psychology, with the exception of test anxiety. In 5 qualitative studies, it was found that students experience a rich diversity of emotions in academic settings. Anxiety was reported most often, but overall, positive emotions were described no less frequently than negative emotions. Based on the studies in this article, taxonomies of different academic emotions and a self-report instrument measuring students' enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom (Academic Emotions Questionnaire [AEQ]) were developed. Using the AEQ, assumptions of a cognitive-motivational model of the achievement effects of emotions, and of a control/value theory of their antecedents (Pekrun, 1992b, 2000), were tested in 7 cross-sectional, 3 longitudinal, and 1 diary study using samples of university and school students. Results showed that academic emotions are significantly related to students' motivation, learning strategies, cognitive resources, self-regulation, and academic achievement, as well as to personality and classroom antecedents. The findings indicate that affective research in educational psychology should acknowledge emotional diversity in academic settings by addressing the full range of emotions experienced by students at school and university.
Current literature provides useful insights into the role of assessment feedback in student learning, yet fails to recognise its complexity as a unique form of communication. This article outlines ideas emerging from ongoing research into the meaning and impact of assessment feedback for students in higher education. We argue that new models of communication are required to understand students' responses to the language of tutors' comments, and that issues of discourse, identity, power, control and social relationships should be central to any understanding of assessment feedback as a communication process. Implications of adopting an alternative perspective for research and practice are identified and discussed.
Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article proposes a set of 'conditions under which assessment supports learning' and justifies these with reference to theory, empirical evidence and practical experience. These conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors’ ‘instruction’.
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student‐centred approach to learning. A multi‐method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback.
While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning and teaching. This reported qualitative study aims to enrich our understanding of these perceptions and importantly to provide insight into the meaning of ‘effective’ when related to feedback. The study involved four focus groups of undergraduate students of varying levels and from a range of Schools completing degrees in the Faculty of Health Sciences, University of Sydney. Students’ perceptions relating to a definition of feedback, how they use it and preferences for delivery were prompted by the facilitators. Thematic analysis resulted in three key dimensions: perceptions of feedback, impact of feedback and credibility of feedback. The analysis demonstrated that effectiveness of feedback extends beyond mode of delivery and timeliness to include the credibility of the lecturer giving the feedback. The role of effective feedback includes not only enhancing learning and teaching but also facilitating the transition between school and university.
Attention has recently focused on sectoral concern with assessment and feedback as a result of the National Student Survey. Government, the higher education agencies and the NUS have called for urgent action to address this concern. Existing data from institutional student feedback surveys, using the Student Satisfaction Approach, some dating back well over a decade, shows that the issue is not a new one. Indeed, several institutions have been addressing student concerns and as a result, have seen student satisfaction increase.This paper explores the existing student feedback data in order to identify not only how students' perceptions of assessment and feedback have changed over time but also the main concerns of students and institutions and what action has been taken by institutions to increase satisfaction.Several main concerns emerge from the data. Students value feedback as it is re-assuring as an indication of their progress and that it should be timely. Institutions that have used the Student Satisfaction Approach are concerned to clarify their processes to students, to increase their own efficiency in returning work, to monitor and review their assessment and feedback régimes and to share good practice, both internally and externally. Action taken as a result of listening to the student voice results in increased satisfaction but this can take several years.