A Collaborative Learning Approach to Dialogic Peer Feedback: A Theoretical Framework

Autor/inn/en	Er, Erkan; Dimitriadis, Yannis; Gaševic, Dragan
Titel	A Collaborative Learning Approach to Dialogic Peer Feedback: A Theoretical Framework
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 4, S.586-600 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Er, Erkan) ORCID (Dimitriadis, Yannis) ORCID (Gaševic, Dragan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1786497
Schlagwörter	Cooperative Learning; Dialogs (Language); Peer Evaluation; Feedback (Response); Instructional Effectiveness; Discussion (Teaching Technique); Self Management; Student Centered Learning; Teacher Role; Facilitators (Individuals); Instructional Design; College Science; College Students + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Dialog; Dialogs; Dialogue; Dialogues; Unterrichtserfolg; Selbstmanagement; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01