Dialogic Feedback for Student Learning

 

Extract from Issue#18 of Teaching Tuesdays@CSU

All issues of Teaching Tuesdays can be accessed through the folder at this link

Steen-Utheim, A. & Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15: 18-30. doi.org/10.1016/j.lcsi.2017.06.002. Retrieved from https://www.sciencedirect.com/science/article/pii/S2210656116302033

The paper by Steen-Utheim & Wittek (2017) includes a literature review of foundational and current literature on feedback in higher education, including dialogue and dialogic feedback. For their study they drew four quality dialogic dimensions from the literature as an analytical framework for an empirical study of oral feedback dialogues. From this they have proposed a model for dialogic feedback for student learning.

The four quality dialogic dimensions for student learning that were proposed as the basis for their model were:

  1. Emotional and relational support
  2. Maintenance of dialogue
  3. Students’ opportunities to express themselves
  4. The others’ contributions to individual growth.

Dialogic feedback is a developing field in which such models can help to conceptualise methods for learners to “engage in feedback processes independently.”

Reference

Steen-Utheim, A. & Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15: 18-30. doi.org/10.1016/j.lcsi.2017.06.002. Retrieved from https://www.sciencedirect.com/science/article/pii/S2210656116302033