Researching Feedback Dialogue: An Interactional Analysis Approach

Autor/inn/en	Ajjawi, Rola; Boud, David
Titel	Researching Feedback Dialogue: An Interactional Analysis Approach
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 2, S.252-265 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1102863
Schlagwörter	Dialogs (Language); Feedback (Response); Constructivism (Learning); Interaction Process Analysis; Qualitative Research; Criticism; Graduate Students; Foreign Countries; Graduate Medical Education; Distance Education; Online Courses; Assignments; Teacher Student Relationship; Teaching Methods; Management Systems; Tutors; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Prozessanalyse; Qualitative Forschung; Kritik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor
Abstract	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. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01