A Dialogic Technology Mediated Approach To Supporting Feedback Engagement In A Higher Education Context
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| Author | : James Michael Wood |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Academic writing |
| ISBN | : |
Feedback in higher education (HE) is an important determinant of student success despite its variable impacts. Assessment and feedback have also been highlighted as one of the least satisfactory aspects of the learning experience. However, more scholarship has focussed on what constitutes 'good feedback' than about the factors that influence how it is perceived, engaged with, and used by students. This study aims to redress this imbalance by investigating what measures can be taken by teachers to support feedback engagement processes. It explores how the existing literature on dialogism, technology, can be synthesised into a new model of feedback engagement. Principles from the resulting USM model were employed in the design of dialogic technology-mediated feedback practices used over a semester with 14 South Korean undergraduates on an academic writing course. Utilising a qualitative approach, data from reflections, questionnaires (N=14) and the main method, in-depth semi-structured interviews (N=13), were analysed to understand perceptions of the relationship between navigating the feedback activities and feedback engagement and use. The data was also used to consider how the model could be empirically enhanced. The findings were analysed inductively, and the practices reportedly contributed to feedback engagement in four ways. Dialogism supported understanding of peer/teacher feedback, facilitated group knowledge co-construction, and motivated feedback engagement. Open access to peers' work helped participants to make comparisons and understand how their work could be improved. Screencast feedback was perceived to be more thorough, usable, and affectively supportive. After initial disappointment with feedback, participants reportedly engaged with the feedback by employing certain pre-introduced concepts related to learning from feedback. Overall, the practices were demonstrated to support the development of feedback receptivity. The data supported contributed to the refinement of the USM model; thus, contributions to both theory and practice were made.
| Author | : Jennifer Schluer |
| Publisher | : Narr Francke Attempto Verlag |
| Total Pages | : 302 |
| Release | : 2022-08-31 |
| Genre | : Literary Criticism |
| ISBN | : 3823395327 |
The crucial role of feedback in the learning process is undisputed. But how can feedback be exchanged in the digital age? This book equips teachers and learners with a research-based overview of digital feedback methods. This includes, for instance, feedback in text editors, cloud documents, chats, forums, wikis, surveys, mails as well as multimodal feedback in video conferences and recorded audio, video and screencast feedback. The book discusses the advantages and limitations of each digital feedback method and offers suggestions for their practical application in the classroom. They can be utilized in online teaching as well as to enrich on-site teaching. The book also provides ideas for combining different feedback methods synergistically and closes with recommendations for developing dynamic digital feedback literacies among teachers and students.
| Author | : Sin Wang Chong |
| Publisher | : Taylor & Francis |
| Total Pages | : 167 |
| Release | : 2024-11-22 |
| Genre | : Education |
| ISBN | : 1040230024 |
This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts. This novel collection of research uses personal reflections, disseminations of good practices, research syntheses and small-scale primary studies to highlight implications for feedback practices, demonstrating how academics’ capacity, disposition and skills in providing and engaging with constructive, professional and actionable feedback are crucial to ensure a comprehensive and worthwhile process. Chapters draw attention to the need for academics to develop feedback literacy, both at the ECR level and for more experienced peer reviewers, journal editors and authors, furthering discussion on improvement strategies and solutions to current feedback practices. Reimagining journal peer review as an inclusive and sustainable participatory system, this book will appeal to scholars and researchers working in higher education and educational assessment. There will be particular interest among postgraduate students and ECRs across the Arts, Humanities and Social Sciences disciplines for whom journal peer review has a particular relevance.
| Author | : Naomi Winstone |
| Publisher | : Routledge |
| Total Pages | : 225 |
| Release | : 2019-06-27 |
| Genre | : Education |
| ISBN | : 1351115936 |
Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.
| Author | : Charles Wankel |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 381 |
| Release | : 2013-02-15 |
| Genre | : Education |
| ISBN | : 1781905126 |
Classroom mediated discourse technologies are reshaping and reframing the practice of teaching and learning in higher education. This volume critically examines new research on how classroom mediation technologies like Learning Catalytics are being used in higher education to increase learner engagement and social leaning in the classroom.
| Author | : Margaret Bearman |
| Publisher | : Springer Nature |
| Total Pages | : 297 |
| Release | : 2020-07-13 |
| Genre | : Education |
| ISBN | : 3030419568 |
This book is the first to explore the big question of how assessment can be refreshed and redesigned in an evolving digital landscape. There are many exciting possibilities for assessments that contribute dynamically to learning. However, the interface between assessment and technology is limited. Often, assessment designers do not take advantage of digital opportunities. Equally, digital innovators sometimes draw from models of higher education assessment that are no longer best practice. This gap in thinking presents an opportunity to consider how technology might best contribute to mainstream assessment practice. Internationally recognised experts provide a deep and unique consideration of assessment’s contribution to the technology-mediated higher education sector. The treatment of assessment is contemporary and spans notions of ‘assessment for learning’, measurement and the roles of peer and self within assessment. Likewise the view of educational technology is broad and includes gaming, learning analytics and new media. The intersection of these two worlds provides opportunities, dilemmas and exemplars. This book serves as a reference for best practice and also guides future thinking about new ways of conceptualising, designing and implementing assessment.
| Author | : Christopher Scott Working |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Electronic dissertations |
| ISBN | : |
Text-based discussion within a technology-mediated dialogic discussion (T+DLD) has the potential to engage students in higher-level reading comprehension with upper elementary students. While supported empirically, this approach is still not commonplace, and little is known about its efficacy within a remote setting. The primary aim of this project was to synthesize what is currently known about T+DLD and to explore changes in discussion within a remote setting to support practitioners enacting the approach. This was achieved through a systematic review of the literature on T+DP that analyzed 18 included studies for study quality as well as patterns around study features (i.e., instructional design, environmental factors, task, methodology). Text-based discussion via web-based teleconferencing was studied using a comparative case study using sociocultural discourse analysis to study student discussion in three different training conditions: dialogic only, technology only, and a T+DLD training. A pathway of implementation was then developed to translate research into practice to support teachers in adopting T+DLD. A key finding within this project was that T+DLD builds on the key elements of ground rules for talk, an open task, and student reflection for talk. Additionally, the pedagogical approach of the teacher influences the way technology is used by students. Finally, technology can successfully support T+DLD in both co-located and remote settings. This dissertation provides recommendations for future research that compares methods of implementation and evaluates the direct impact on reading comprehension.
| Author | : Rupert Wegerif |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 327 |
| Release | : 2007-11-07 |
| Genre | : Education |
| ISBN | : 0387711406 |
Discusses about using technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. This book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues.
| Author | : Aehe |
| Publisher | : John Wiley & Sons |
| Total Pages | : 144 |
| Release | : 2014-12-03 |
| Genre | : Education |
| ISBN | : 1119000750 |
What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
| Author | : Ken Hyland |
| Publisher | : Cambridge University Press |
| Total Pages | : 331 |
| Release | : 2019-07-04 |
| Genre | : Computers |
| ISBN | : 1108425070 |
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
