When documentation becomes feedback: tensions in feedback activity in Learning Management Systems

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Agneta Grönlund, Joakim Samuelsson, J. Samuelsson
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引用次数: 1

Abstract

ABSTRACT Teachers’ feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers’ feedback on pupils’ submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers’ feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject’s traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers’ formative ideals. Tensions were also distinguished between teachers’ need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers’ formative ideals for giving feedback.
当文档变成反馈:学习管理系统中反馈活动中的紧张关系
摘要:在瑞典的高中社会研究中,对教师通过学习管理系统(LMS)的反馈进行了研究。一项定性研究涉及LMS中的课堂观察,收集教师对学生提交作业的反馈,以及对六名教师的半结构化访谈。在活动理论的支持下,本研究的兴趣指向了由教师在数字评估环境中的反馈行为组成的活动系统中出现的紧张关系。例如,研究结果揭示了LMS中的评分文件与主题传统讨论形式之间的紧张关系。在使用反馈矩阵的学校政策与教师的形成理想之间的互动中,可以看出紧张关系。教师需要使成绩合法化,并根据形成性理想提供反馈,这两者之间的紧张关系也有所区别。最后,在提供反馈的可用时间和教师提供反馈的形成理想之间存在紧张关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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