RT info:eu-repo/semantics/article
T1 A collaborative learning approach to dialogic peer feedback: a theoretical framework
A1 Er, Erkan
A1 Dimitriadis Damoulis, Ioannis
A1 Gašević, Dragan
K1 Aprendizaje colaborativo
K1 Collaborative learning
K1 58 Pedagogía
AB 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.
PB Taylor & Francis (Routledge)
SN 0260-2938
YR 2020
FD 2020
LK http://uvadoc.uva.es/handle/10324/43246
UL http://uvadoc.uva.es/handle/10324/43246
LA eng
NO Assessment and Evaluation in Higher Education, 2020, 1-15.
NO Producción Científica
DS UVaDOC
RD 01-may-2024