The DOI matches its Crossref record; 58 of the 60 references it cites were found in a registry or an index.
The feedback triangle and the enhancement of dialogic feedback processes
Abstract
This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.
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“These chatbots could facilitate dialogic feedback, which is associated with improved learner productivity and engagement [45].”
From Promises and challenges of generative artificial intelligence for human learning (2024) · cites this paper as [45]
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Cited by
Sorted by citations
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428
“Input from peers can strengthen the social-relational aspects of feedback and reduce the power-differentials and negative emotional reactions which can arise from teacher feedback (Yang and Carless 2013).”
Self-citationWinstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
“Theoretical contributions to this literature proposed that the imbalance of power between senders and receivers might force learners to adopt passive roles in the feedback process (e.g., Jonsson, 2013; Yang & Carless, 2013).”
BackgroundAuthentic assessment: creating a blueprint for course design
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1412396 · Cited by 560
“They posit students as active agents, inducted into their role in creating and using feedback to help them improve their understanding of quality and to self-regulate their own work accordingly (Sadler 1989; Boud and Molloy 2013; Carless and Yang 2013).”
BackgroundTeacher feedback literacy and its interplay with student feedback literacy
Carless, D., & Winstone, N. (2023) · Teaching in Higher Education · doi:10.1080/13562517.2020.1782372 · Cited by 603
“Partnerships in feedback require reduction in power-differentials with teachers relinquishing some power, and students taking increased responsibilities (Yang and Carless 2013).”
Self-citationPromises and challenges of generative artificial intelligence for human learning
Yan, L., Greiff, S., Teuber, Z., & Gašević, D. (2024) · Nature Human Behaviour · doi:10.1038/s41562-024-02004-5 · Cited by 499
“These chatbots could facilitate dialogic feedback, which is associated with improved learner productivity and engagement 45 .”
Metadata
- Authors
- Yang, M., & Carless, D.
- Affiliations
- Education University of Hong Kong (HK)
- University of Hong Kong (HK)
- Corresponding author
- Yang, Min
- Venue
- Teaching in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2013-04
- Volume
- 18
- Issue
- 3
- Pages
- 285-297
- ISSN
- 1356-2517 (ISSN-L)
- 1470-1294
- OpenAlex
- W2111497108
- Cited by
- 414
- References
- 60
- Citations by year
- 2026: 40 · 2025: 43 · 2024: 58 · 2023: 36 · 2022: 34 · 2021: 47 · 2020: 33 · 2019: 28 · 2018: 28 · 2017: 27 · 2016: 15 · 2015: 11 · 2014: 10 · 2013: 3
- FWCI
- 37.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching in Higher Education (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- dialogic feedback, feedback mechanisms, student learning, feedback architecture, barriers to feedback, university teaching
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