Dialogic feedback at scale: Recommendations for learning analytics design.
Background: Feedback is central to formative assessments but aligns with a one‐way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2790 - 2809 |
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| Autores principales: | , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180899668&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180899668 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2024 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180899668 178205997 180899668 180899668 10.1111/jcal.13034 180899668 ppf: 2790 ppct: 19 formats: tig: atl: Dialogic feedback at scale: Recommendations for learning analytics design. aug: au: Maheshi, Bhagya Dai, Wei Martinez‐Maldonado, Roberto Tsai, Yi‐Shan affil: Department of Human Centred Computing, Monash University, Melbourne Victoria, , Australia sug: subj: Feedback Students, Undergraduate Faculty Faculty-Student Relations Student Experiences Learning Methods Human Female Male Quantitative Studies Qualitative Studies Young Adult Video Games Student Assignments Descriptive Statistics Female Male ab: Background: Feedback is central to formative assessments but aligns with a one‐way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one‐way transmission rather than a two‐way process. Objectives: This case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale. Methods: We explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback. Results and Conclusions: The results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision. Lay Description: What is currently known about this topic: Formative feedback generally aligns with a one‐way information transmission from educators to students, obstructing effective feedback utilisation.Dialogic feedback encourages students' active engagement in feedback but is difficult to practice at scale.Learning Analytics (LA) provides a promising solution for provisioning timely feedback at scale.Current LA practices lack alignment with dialogic feedback principles. What does this paper add: This article provides findings of an authentic study on a dialogic feedback practice at scale.Analysing the data collected through out a semester, we emphasise the need to focus on cognitive, relational and emotional aspects of the feedback. Implications for practice or policy: For LA to align with dialogic feedback principles, it should promote five key objectives: Reflection, Adaption, Personalisation, Emotional Management, and Scaffolding Feedback Provision.The objectives Reflection, Adaptation, and Personalisation should extend its scope beyond student‐facing context to include educators as well.The objective of 'emotional management' should capture students' emotions and inform educators to reflect and refine their feedback process.The objective of 'scaffolding feedback provision' is to aid educators in crafting feedback by balancing the cognitive, relational and emotional aspects. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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