From monologue to dialogue: Improving written feedback processes in mass higher education.
Abstract
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.
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Current best practice approaches position learners as passive receivers of feedback and have been criticized as 'too teacher centred.'
“Current best practice approaches position learners as passive receivers of feedback 2325 and have been criticiz ed as 'too teacher centred.' 26”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [26]
The literature describes a lack of thorough appreciation of how learners 'seek, interpret, and use' feedback.
“The literature describes a lack of thorough appreciation of how learners 'seek, interpret , and use' feedback , 26”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [26]
This study has illustrated potential influences contributing to a 'feedback gap' from the learner perspective within an effective educational alliance.
“This study has allowed greater insight into the implications of the learner perspective within an effective educational alliance and has illustrated potential influences contributing to a ' feedback gap. ' 11,26,34”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [26]
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- Authors
- Nicol, D.
- Affiliations
- University of Strathclyde (GB)
- Corresponding author
- Nicol, David
- ORCID
- Nicol, David
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2010-08
- Volume
- 35
- Issue
- 5
- Pages
- 501-517
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2161086831
- Cited by
- 1,060
- References
- 40
- Citations by year
- 2026: 62 · 2025: 53 · 2024: 68 · 2023: 96 · 2022: 81 · 2021: 100 · 2020: 66 · 2019: 112 · 2018: 74 · 2017: 81 · 2016: 69 · 2015: 52 · 2014: 57 · 2013: 42 · 2012: 25
- FWCI
- 132.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- written feedback, feedback dialogue, teacher-student relationship, mass higher education, student dissatisfaction, feedback quality, one-way communication, large classes
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