Dialogic feedback at scale: Recommendations for learning analytics design

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-07-03 DOI:10.1111/jcal.13034

Bhagya Maheshi, Wei Dai, Roberto Martinez-Maldonado, Yi-Shan Tsai

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引用次数: 0

Abstract

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.

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大规模对话反馈：学习分析设计建议

背景反馈是形成性评价的核心，但单向信息传递的观点阻碍了学生对反馈的有效参与。以往的研究表明，要求教育者和学生进行持续对话的反应式、对话式反馈过程可以鼓励学生积极参与反馈。然而，对于人数较多的学生群体来说，这样做具有挑战性。学习分析（LA）通过利用学生学习过程中产生的大量数据集，为促进大规模的及时反馈提供了可行的方法。本案例研究旨在通过探索真实的大规模对话式反馈实践，改进学习分析的设计和实践，使其符合对话式反馈原则。方法我们探索了一门有 700 名本科生的课程的对话式反馈实践。案例研究采用定量和定性分析方法，调查了学生对反馈的期望、教育者如何回应学生的反馈请求以及学生如何体验反馈。结果与结论结果强调，需要关注反馈过程中的认知、关系和情感方面。在将学习方法与对话式反馈原则相结合时，我们建议学习方法应促进以下目标的实现：反思、适应、个性化、情绪管理和提供反馈支架。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope