The objective of this project was to explore the role of dialogic feedback in supporting student learning in higher education. Using classroom observations and interviews with six teachers and their students (n=50) at a higher education institution in Hong Kong SAR, the present study investigates how the teachers used purposefully designed classroom tasks to facilitate students’ engagement with subject matter, wherein dialogic feedback played a key role in scaffolding students’ thinking and understanding and providing them with cognitive and emotional support.
|Effective start/end date||01/07/14 → 30/06/17|
- Feedback, student learning, dialogues, classroom tasks
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