The Role of Dialogic Feedback in Supporting Students' Active Learning in Higher Education

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-7 - Improving Learning: Interventions to Promote Student Learning and Development

Abstract

This paper explores the role of dialogic feedback in supporting active learning among students in higher education. Dialogic feedback is conceptualized as iterative interactions among teacher and students that inform students on the distance between current and desired achievements and potential paths to attaining expected outcomes. It emphasizes the importance of addressing students’ needs to enhance uptake of feedback and encouraging their participation in feedback processes for collaborative knowledge construction with teacher and peers. Using classroom observations and interviews with six teachers and their students, the study investigates how teachers employed active learning tasks to facilitate students’ learning engagement, wherein dialogic feedback played a key role in scaffolding students’ thinking and understanding and providing cognitive and emotional support for them.

Authors

• Min Yang, The Hong Kong Institute of Education

• Ka Wai, Gary Wong, The Hong Kong Institute of Education

• Kuen Fung, Kenneth Sin, The Hong Kong Instituted of Education

• Theodore Tai Hoi Lee, The Hong Kong Institute of Education

• Lam Bick Har, The Hong Kong Institute of Education

• Chung Wai, Christina Han, The Hong Kong Instituted of Education

• Darren A. Bryant, Hong Kong Institute of Education