Wood, James Michael;
(2020)
A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience.
Doctoral thesis (Ed.D), UCL (University College London).
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Abstract
Feedback in higher education (HE) is an important determinant of student success despite its variable impacts. Assessment and feedback have also been highlighted as one of the least satisfactory aspects of the learning experience. However, more scholarship has focussed on what constitutes ‘good feedback’ than about the factors that influence how it is perceived, engaged with, and used by students. This study aims to redress this imbalance by investigating what measures can be taken by teachers to support feedback engagement processes. It explores how the existing literature on dialogism, technology, can be synthesised into a new model of feedback engagement. Principles from the resulting USM model were employed in the design of dialogic technology-mediated feedback practices used over a semester with 14 South Korean undergraduates on an academic writing course. Utilising a qualitative approach, data from reflections, questionnaires (N=14) and the main method, in-depth semi-structured interviews (N=13), were analysed to understand perceptions of the relationship between navigating the feedback activities and feedback engagement and use. The data was also used to consider how the model could be empirically enhanced. The findings were analysed inductively, and the practices reportedly contributed to feedback engagement in four ways. Dialogism supported understanding of peer/teacher feedback, facilitated group knowledge co-construction, and motivated feedback engagement. Open access to peers’ work helped participants to make comparisons and understand how their work could be improved. Screencast feedback was perceived to be more thorough, usable, and affectively supportive. After initial disappointment with feedback, participants reportedly engaged with the feedback by employing certain pre-introduced concepts related to learning from feedback. Overall, the practices were demonstrated to support the development of feedback receptivity. The data supported contributed to the refinement of the USM model; thus, contributions to both theory and practice were made.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2020. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10090843 |
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