The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
Researching feedback dialogue: an interactional analysis approach
Open accessAbstract
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.
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Cited by
The power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
“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). Winstone et al. (2017…”
BackgroundInfluentialThe challenges of feedback in higher education
Henderson, M., Ryan, T., & Phillips, M. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1599815 · Cited by 335
Adachi, C., Tai, J. H.-M., & Dawson, P. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1339775 · Cited by 256
Conditions that enable effective feedback
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1657807 · Cited by 248
Self-citationDialogue within peer feedback processes: clarification and negotiation of meaning
Zhu, Q., & Carless, D. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2018.1446417 · Cited by 214
Metadata
- Authors
- Ajjawi, R., & Boud, D.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2015-10-29
- Volume
- 42
- Issue
- 2
- Pages
- 252-265
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W1827973850
- Cited by
- 347
- References
- 50
- FWCI
- 54.55
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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