Researching feedback dialogue: an interactional analysis approach
By Rola Ajjawi, David Boud. 2017
287 citations recorded by the source corpus.
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.
Subfields: Education, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/4598f2ae1cb7b771932a7f1351ef4fd717529dac
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In Education
In Management Science and Operations Research
Citations in the corpus
- Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “engagement with feedback, and the impact of feedback on their subsequent learning (Price et al., 2007; Ajjawi and Boud, 2017).”
- A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Accordingly, targeting the instructors, the research has generated guidelines to sustain and enhance feedback dialogue (Ajjawi and Boud 2017; Steen-Utheim and Wittek 2017).”
- ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “Currently, there is much in the literature about dialogic feedback (e.g. Ajawi and Boud 2015; Crimmins et al. 2016), but students’ preferences differ (Hepplestone and Chikawa 2014), with some students favouring written comments only (Yang and Carless 2013) and others appreciating a combination of…”
- Dialogue within peer feedback processes: clarification and negotiation of meaning (2018, background): “Underpinning the study are emphases on the potential of feedback dialogues as a means of negotiating meaning and potentially empowering learners (Ajjawi & Boud, 2017; Yang & Carless, 2013).”
- Examining the nature and effects of feedback dialogue (2018, background): “There is a considerable body of work that argues for feedback as dialogue (Ajjawi and Boud 2017; Boud and Molloy 2013; Carless et al. 2011; Nicol 2010), yet empirical research of actual feedback dialogue and its effects is limited.”
- The power of internal feedback: exploiting natural comparison processes (2020, background): “Ajjawi and Boud (2017, 2018), for example, contend that feedback is a dialogue, as for the student to make sense of the feedback message, and to understand it in the way the sender intended, requires (inter)action by the student as well as by the teacher (see also, Nicol 2010; Merry et al. 2013). Wi”
- Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education (2018, background): “Such a focus on grades and grading privileges assessment’s summative purposes, rather than the potential learning benefits of self and peer assessment which are ultimately more useful to students (Nicol 2010; Yang and Carless 2013; Ajjawi and Boud 2017).”