TY - JOUR

T1 - Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy

AU - Wood, James

PY - 2021/4/28

Y1 - 2021/4/28

N2 - In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led toa conceptualisation of feedback that considers learners’ active role inmaking feedback processes effective. This has led to interest in ‘feedbackliteracy’ or what learners need for productive feedback use. Engagementin peer feedback practices is believed to enhance some aspects of feedback literacy, namely, the ability to make evaluative judgements aboutwork quality. However, based on evidence from a qualitative study with14 undergraduates at a South Korean university, this paper argues thattechnology-mediated peer feedback practices can also support learnersin navigating processes involved in feedback uptake. Results indicatethat online feedback dialogues helped learners better understand andco-develop actionable feedback points and process some of thesocio-affective and relational aspects of feedback engagement. The technology could also mediate multiple, recursive task-oriented discussionsover space and time in emergent collaborative learning spaces. Theresults provide evidence for a new understanding of technology-mediateddialogic peer feedback as an online community practice and have implications for practitioners working in online and blended conditions.

AB - In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led toa conceptualisation of feedback that considers learners’ active role inmaking feedback processes effective. This has led to interest in ‘feedbackliteracy’ or what learners need for productive feedback use. Engagementin peer feedback practices is believed to enhance some aspects of feedback literacy, namely, the ability to make evaluative judgements aboutwork quality. However, based on evidence from a qualitative study with14 undergraduates at a South Korean university, this paper argues thattechnology-mediated peer feedback practices can also support learnersin navigating processes involved in feedback uptake. Results indicatethat online feedback dialogues helped learners better understand andco-develop actionable feedback points and process some of thesocio-affective and relational aspects of feedback engagement. The technology could also mediate multiple, recursive task-oriented discussionsover space and time in emergent collaborative learning spaces. Theresults provide evidence for a new understanding of technology-mediateddialogic peer feedback as an online community practice and have implications for practitioners working in online and blended conditions.

KW - Technology-mediated dialogic peer feedback

KW - Collaborative learning

KW - Feedback engagement

KW - Online learning community

U2 - 10.1080/02602938.2021.1914544

DO - 10.1080/02602938.2021.1914544

M3 - Article

VL - 47

SP - 327

EP - 346

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 3

ER -