Abstract

This paper explores the role of dialogic feedback in supporting active learning among students in higher education. Dialogic feedback is conceptualized as iterative interactions among teacher and students that inform students on the distance between current and desired achievements and potential paths to attaining expected outcomes. It emphasizes the importance of addressing students’ needs to enhance uptake of feedback and encouraging their participation in feedback processes for collaborative knowledge construction with teacher and peers. Using classroom observations and interviews with six teachers and their students, the study investigates how teachers employed active learning tasks to facilitate students’ learning engagement, wherein dialogic feedback played a key role in scaffolding students’ thinking and understanding and providing cognitive and emotional support for them.
Original languageEnglish
Publication statusPublished - Apr 2015

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learning
education
student
teacher
classroom
participation
interaction
interview

Citation

Yang, M., Wong, K. W. G., Sin, K. F. K., Lee, T. T. H., Lam, B. H., et al. (2015, April). The role of dialogic feedback in supporting students' active learning in higher education. Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.