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Researching feedback dialogue: an interactional analysis approach

Ajjawi, Rola and Boud, David 2017, Researching feedback dialogue: an interactional analysis approach, Assessment and evaluation in higher education, vol. 42, no. 2, pp. 252-265, doi: 10.1080/02602938.2015.1102863.

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Title Researching feedback dialogue: an interactional analysis approach
Author(s) Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Boud, DavidORCID iD for Boud, David orcid.org/0000-0002-6883-2722
Journal name Assessment and evaluation in higher education
Volume number 42
Issue number 2
Start page 252
End page 265
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2017
ISSN 0260-2938
1469-297X
Keyword(s) feedback
dialogue
interactional analysis
qualitative research
methodology
Summary A variety of understandings of feedback exist in the literature, which can broadly be categorised as cognitivist information transmission and socio-constructivist. Understanding feedback as information transmission or ‘telling’ has until recently been dominant. However, a socio-constructivist perspective of feedback posits that feedback should be dialogic and help to develop students’ ability to monitor, evaluate and regulate their learning. This paper is positioned as part of the shift away from seeing feedback as input, to exploring feedback as a dialogical process focusing on effects, through presenting an innovative methodological approach to analysing feedback dialogues in situ. Interactional analysis adopts the premise that artefacts and technologies set up a social field, where understanding human–human and human–material activities and interactions is important. The paper suggests that this systematic approach to analysing dialogic feedback can enable insight into previously undocumented aspects of feedback, such as the interactional features that promote and sustain feedback dialogue. The paper discusses methodological issues in such analyses and implications for research on feedback.
Language eng
DOI 10.1080/02602938.2015.1102863
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080118

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