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Researching feedback dialogue: an interactional analysis approach

journal contribution
posted on 01.01.2017, 00:00 authored by Rola AjjawiRola Ajjawi, David BoudDavid Boud
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.

History

Journal

Assessment and evaluation in higher education

Volume

42

Issue

2

Pagination

252 - 265

Publisher

Taylor & Francis

Location

London, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2015, Taylor & Francis