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. Copyright © 2015 AERA.


Conference2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis"
Abbreviated titleAERA 2015
Country/TerritoryUnited States
CityChicago, Ill.
Internet address


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 American Educational Research Association Annual Meeting (AERA 2015): Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois.


Dive into the research topics of 'The role of dialogic feedback in supporting students' active learning in higher education'. Together they form a unique fingerprint.