Video-Based Analytics-Supported Formative Feedback for Enhancing Low-Achieving Students’ Conception of Collaboration and Classroom Discourse Practice

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Abstract

This study used a video-based analytics-supported formative feedback design to promote low-achieving students’ conception of collaboration and productive classroom discourse engagement in knowledge-building classrooms. The participants were four classes of 9th and 10th Grade students in a Hong Kong secondary school. Quantitative analysis of the questionnaire and written test data indicated that the experimental group acquired a deeper conception of collaboration and conceptual understanding than the comparison group. Content analysis of students’ classroom discourse moves suggested that the experimental students engaged more productively in classroom discussions. Qualitative analysis of the group discussions and interview responses showed that the design helped students develop productive classroom practice by cultivating a metacognitive culture and reflecting on the trajectory of idea development.

Authors

• Yuyao Tong, Guangzhou University

• Gaowei Chen, University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong