2024-03-28T08:32:11Zhttps://uvadoc.uva.es/oai/requestoai:uvadoc.uva.es:10324/432462022-01-19T22:16:11Zcom_10324_985com_10324_954com_10324_894col_10324_986
A collaborative learning approach to dialogic peer feedback: a theoretical framework
Er, Erkan
Dimitriadis Damoulis, Ioannis
Gašević, Dragan
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.
2020-10-29T07:38:29Z
2020-10-29T07:38:29Z
2020-10-29T07:38:29Z
2020
info:eu-repo/semantics/article
Assessment and Evaluation in Higher Education, 2020, 1-15.
0260-2938
http://uvadoc.uva.es/handle/10324/43246
10.1080/02602938.2020.1786497
1
15
Assessment & Evaluation in Higher Education
1469-297X
eng
https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1786497
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
© 2020 Routledge
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Taylor & Francis (Routledge)