Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions

Download

index.pdf

Date

2021-02-01

Author

Dimitriadis, Yannis
Er, Erkan
Gasevic, Dragan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

344
views

301
downloads

Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the learning processes involved in each of them. Then, we present a web-based platform, called Synergy, which is designed to facilitate collaborative peer feedback as conceptualised in the theoretical framework. To enable instructor support and facilitation during the feedback practice, we propose a learning analytics support integrated into Synergy. The consolidated model of learning analytics, which concerns three critical pieces for creating impactful learning analytics practices, theory, design and data science, was employed to build the analytics support. The learning analytics support aims to guide instructors' class-wide actions toward improving students' learning experiences during the three phases of peer feedback. The actionable insights that the learning analytics support offers are discussed with examples.

Subject Keywords

Peer feedback, learning analytics, dialogic feedback, instructor dashboards, collaborative peer feedback

URI

https://hdl.handle.net/11511/90382

Journal

ASSESSMENT & EVALUATION IN HIGHER EDUCATION

DOI

https://doi.org/10.1080/02602938.2020.1764490

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Investigating teachers’ views and practices of feedback in English language education in middle schools from a teacher feedback literacy framework perspective İstencioğlu, Türkan; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-7) Teacher feedback literacy refers to having the knowledge, expertise, and dispositions to design and employ feedback practices to enhance students’ feedback uptake and literacy (Carless & Winstone, 2020). This current qualitative research study aimed to uncover teachers’ views about feedback, employed and suggested feedback practices, and teacher competencies under the Teacher Feedback Literacy Competency Framework (Boud & Dawson, 2021). A basic qualitative research design was adopted to answer the research ...
Synergy: A Web-Based Tool to Facilitate Dialogic Peer Feedback Er, Erkan; Dimitriadis, Yannis; Gasevic, Dragan (2019-09-16) The goal of this demonstration session is to introduce Synergy, a platform to help design and implement dialogic feedback practices. Synergy is grounded in a theoretical framework of dialogic feedback, which suggests an ongoing dialogue among the peers (providing feedback) and the target student (receiving feedback). Synergy allows instructors to create multiple review sessions with specific tasks depending on the role as feedback receiver or provider. Peer review activities are organized around three phase...
Professional Development Needs of Turkish Teachers in an Era of National Reforms Gokmenoglu, Tuba; Clark, Christopher M.; Kiraz, Ercan (2016-01-01) An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers' expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers' in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any profess...
A collaborative learning approach to dialogic peer feedback: a theoretical framework Er, Erkan; Gasevic, Dragan (2020-06-01) Feedback has a powerful influence on learning. However, feedback practices in higher education often fail to produce the expected impact on learning. This is mainly because of its implementation as a one-way transmission of diagnostic information where students play a passive role as the information receivers. Dialogue around feedback can enhance students' sense making from feedback and capacities to act on it. Yet, dialogic feedback has been mostly implemented as an instructor-led activity, which is hardly...
Generating actionable predictions regarding MOOC learners' engagement in peer reviews Gomez-Sanchez, Eduardo; Er, Erkan; Bote-Lorenzo, Miguel L.; Dimitriadis, Yannis; Asensio-Perez, Juan I. (2020-12-01) Peer review is one approach to facilitate formative feedback exchange in MOOCs; however, it is often undermined by low participation. To support effective implementation of peer reviews in MOOCs, this research work proposes several predictive models to accurately classify learners according to their expected engagement levels in an upcoming peer-review activity, which offers various pedagogical utilities (e.g. improving peer reviews and collaborative learning activities). Two approaches were used for traini...

Citation Formats

Y. Dimitriadis, E. Er, and D. Gasevic, “Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions,” ASSESSMENT & EVALUATION IN HIGHER EDUCATION, pp. 169–190, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90382.