A collaborative learning approach to dialogic peer feedback: a theoretical framework

Download

index.pdf

Date

2020-06-01

Author

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

219
views

419
downloads

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 affordable in large classrooms. Dialogic peer feedback can offer a scalable solution; however, current practices lack a systematic design, resulting in low learning gains. Attending to this gap, this paper presents a theoretical framework that structures dialogic feedback as a three-phase collaborative activity, involving different levels of regulation: first, planning and coordination of feedback activities (involving socially shared regulation), second, feedback discussion to support its uptake (involving co-regulation), and last, translation of feedback into task engagement and progress (involving self-regulation). Based on the framework, design guidelines are provided to help practitioners shape their feedback practices. The application of the principles is illustrated through an example scenario. The framework holds great potential to promote student-centred approaches to feedback practices in higher education.

Subject Keywords

Peer feedback, Dialogic feedback, Collaborative learning, Collaborative peer feedback

URI

https://hdl.handle.net/11511/90398

Journal

ASSESSMENT & EVALUATION IN HIGHER EDUCATION

DOI

https://doi.org/10.1080/02602938.2020.1786497

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions Dimitriadis, Yannis; Er, Erkan; Gasevic, Dragan (2021-02-01) 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 ...
A qualitative study of feedback literacy in higher education: uncovering enhancing and impeding factors Kara, Ceren; Çapa Aydın, Yeşim; Department of Educational Sciences (2021-10) Feedback literacy refers to learners’ competence and tendency to understand feedback information, make an evaluative judgment and use it to improve work and learning. The present study attempted to unveil feedback types, amount, and timing; and the indicators of feedback literacy along with the enhancing and impeding factors for feedback literacy. To answer the research questions of the study, a basic qualitative research design was employed. In total, 39 undergraduate students enrolled in English Language ...
The impact of computer-mediated immediate feedback on developing oral presentation skills: An exploratory study in virtual reality Van Ginkel, Stan; Ruiz, Dominic; Mononen, Asko; Karaman, Abdullah Cendel; de Keijzer, Ander; Sitthiworachart, Jirarat (Wiley, 2020-06-01) Feedback plays a central role in learning. Crucial to this is the nature and timing of the feedback. This experimental study explores the efficacy of immediate computer-mediated feedback within a virtual reality environment designed to facilitate the development of pre-university students' presentation skills. Two conditions were established to assess the efficacy: immediate computer-mediated feedback; a control condition of delayed expert-mediated feedback. Results showed improvement but no statistically r...
A comparison of written feedback and written plus verbal feedback methods in performance management Erdemli, Cigdem; Somer, H. Canan; Bilgiç, Reyhan (2007-01-01) The purpose of this study was to examine the effects of two different modes of feedback on the reactions of supervisors (raters) and subordinates (ratees) and also on the performance of the subordinates. Using a quasi-experimental design, 77 supervisors giving feedback and 71 subordinates receiving feedback participated in the study. Supervisors were assigned to either Written Plus Verbal Feedback Condition or Verbal Feedback Condition. After receiving a general performance appraisal training and a feedback...
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 ...

Citation Formats

E. Er and D. Gasevic, “A collaborative learning approach to dialogic peer feedback: a theoretical framework,” ASSESSMENT & EVALUATION IN HIGHER EDUCATION, pp. 0–0, 2020, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/90398.