Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback.
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| Title: | Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback. |
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| Authors: | Tam, Angela Choi Fung1 angela.tam@cpce-polyu.edu.hk |
| Source: | Assessment & Evaluation in Higher Education. Mar2021, Vol. 46 Issue 2, p269-285. 17p. 2 Charts. |
| Subject Terms: | *Undergraduates, *Science students, Example, Dialogic theory (Communication), Chinese language |
| Abstract: | This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02602938 |
| DOI: | 10.1080/02602938.2020.1772957 |
