Examining the nature and effects of feedback dialogue
By Rola Ajjawi, David Boud. 2018
162 citations recorded by the source corpus.
Abstract Research has conventionally viewed feedback from the point of view of the input, thus analysing only one side of the feedback relationship. More recently, there has been an increased interest in understanding feedback-as-talk. Feedback dialogue has been conceptualised as the dynamic interplay of three dimensions: the cognitive, the social-affective and the structural. We sought to explore the interactional features of each dimension and their intermediary effects on students. We analysed students’ feedback dialogue excerpts as cases using interactional analysis. Analysis involved iterative inductive and deductive coding, and interpretation of feedback texts generated in an online course. The cognitive, social-affective and structural dimensions were interwoven within excerpts of feedback dialogue with effects on learners that extended beyond the immediate task (e.g. reframing of learners’ ideas, critical evaluation). The interactional features of each dimension include: cognitive (e.g. question asking, expressing oneself); social-affective (e.g. disclosure, expressing empathy); and structural (e.g. longitudinal opportunities for dialogue, invitational opportunities). The study provides evidence that strengthens the call for reconceptualising feedback as a dialogic and relational activity, as well as supporting the view that dialogic feedback can be a key strategy for sustainable assessment.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/10c4b17a38b238b3a15f556b7e8736051677a6bd
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Quality of Feedback in Higher Education: A Review of Literature (2020, background): “This aspect of high-quality feedback seems largely absent in the literature, however evaluations of the dynamic dimensions of feedback (cognitive, social-affective, and structural) suggest that the conceptualization of feedback as dialogue includes the audience as an active participant [55].”
- A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “However, so far, the literature focuses on scenarios where the instructors are assumed to actively engage in dialogue with students (Ajjawi and Boud 2018).”