A dialogic technology-mediated model of feedback uptake and literacy

Wood, James M.

doi:10.1080/02602938.2020.1852174

Cited by 33 publications

(15 citation statements)

References 86 publications

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“…Furthermore, teaching communities had urgently requested to gain digital skills for information collection, digital teaching content creation, communication, and collaboration. Still, teacher's feedback activities were favored to promote their feedback literacy [104]. However, teacher's digital competencies were low and had to be strengthened, especially in creating digital content, QR codes, and programs to modify software and apps [3].…”

Section: Teacher Involvementmentioning

confidence: 99%

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

151

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Section: Teacher Involvementmentioning

confidence: 99%

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

151

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“…Feedback studies in higher education often use a socio-constructive perspective and the work of Vygotsky is then often referred to as an important foundation (e.g. Blair and Mcginty 2013;Chong 2021;Edens and Shields 2015;Li and gao 2016;Mercader, Ion, and Díaz-Vicario 2020;Orsmond and Merry 2011;Ion, Sánchez Martí, and Agud Morell 2019;Tam 2021;Wood 2021). Most of these studies referring to Vygotsky address at least one of these three premises.…”

Section: Feedback Processes In the Zone Of Proximal Development And Scaffolded Learningmentioning

confidence: 99%

Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Kleijn

2021

Assessment & Evaluation in Higher Education

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Within the new feedback paradigm, the concept of student and teacher feedback literacy is gaining more and more attention, with most studies focussing on what it entails and how it can be supported by design. This paper contributes to this, by focussing on what students can do with feedback information. It proposes an instructional model for student feedback processes with the student activities seeking-, making sense of-, using-and responding to feedback information and specific prompts all four activities. Following Vygotsky, the model is built on the premise that effective feedback processes take place in social interaction with a more knowledgeable peer in the Zone of Proximal Development. In doing so, this is the first paper that addresses what students can do to contribute to scaffolded learning from feedback. The instructional model can be used by students to process feedback information and can be used by teachers to scaffold students' feedback processes. So, it is intended to support both student and teacher feedback literacy and their interplay. Future studies need to empirically validate the effectiveness of this instructional model.

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“…Feedback-literate learners are characterized by the capacities and dispositions to appreciate the feedback process, make judgments on feedback, regulate their emotions in the face of criticisms and taking the initiative to apply these feedback [ 10 , 11 ]. Therefore, fostering feedback literacy among learners empowers them to take responsibility and collaborate with feedback providers to determine the necessary steps in enhancing their competencies [ [11] , [12] , [13] ]. Thus, learners may be better equipped to manoeuvre the circumstances of receiving feedback in the context of health professions education.…”

Section: Introductionmentioning

confidence: 99%

Systematic review of feedback literacy instruments for health professions students

Mohd Noor,

Fatima,

Grace Cockburn

et al. 2024

Heliyon

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A dialogic technology-mediated model of feedback uptake and literacy

Cited by 33 publications

References 86 publications

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Systematic review of feedback literacy instruments for health professions students

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