Feedback as Real-Time Constructions

Abstract

This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very moment it takes place. This article argues for a clear distinction between the timing of communicative events, such as responses that are provided as help for feedback constructions, and the feedback construction itself as an event in a psychic system. Although feedback is described as an internal, system-relative construction, different teaching environments offer diverse conditions for feedback constructions. The final section of this article explores this idea with the help of examples from both synchronous oral interaction and asynchronous text-based interaction mediated by digital media. Feedback and TimeFeedback is considered one of the most powerful factors in learning. A general assumption is that feedback 'empowers active learners with strategically useful information, thus supporting selfregulation' (Bangert-Drowns et al, 1991, p. 214). The effect that feedback has on learning appears to fall into two main categories: one that focuses on changing or correcting learning outcomes, and another that focuses on changing some aspect of the learning process as a means for shaping knowledge and beliefs meta-cognition (Butler & Winne, 1995).The premise that underlies most of the research on feedback is that, if delivered correctly, feedback can significantly improve learning processes and outcomes (Ilgen et al, 1979;Bandura & Cervone, 1983;Corbett & Anderson, 1989;Bandura, 1991;Bangert-Drowns et al, 1991;Fedor, 1991;Azevedo & Bernard, 1995;Race, 2001;Epstein et al, 2002; Moreno, 2004;Hattie, 2009). The phrase 'delivered correctly' might suggest that, in order for feedback to play an effective role in the student's learning process, one need simply locate or select the right feedback method. In accordance with this premise, Race lists five criteria for effective feedback, the first of which concerns time: 'the sooner the better' (Race, 2001, p. 79).However, a closer look at the notion 'delivered correctly' reveals a far more complex reality than the phrase suggests. Even after thirty years, one can still agree with Cohen that feedback seems to be 'one of the more instructionally powerful and least understood features' of teaching and learning (Cohen, 1985, p. 33). Considering the numerous historical reviews and meta-analyses on feedback and the hundreds of research studies published on the topic of feedback and its relation to learning and performance over the last fifty years, it is quite striking that we are still faced with highly variable, disparate, contradictory or conflicting, and non-consistent patterns of results (e.g.

Undervisningens vidensdomæner: erfaring, didaktik og uddannelsesvidenskab.

“…Den første model, der kendes både fra hverdagssproget, fra den laeringsmålorienterede didaktik og fra den tidlige systemteoretiske didaktik antyder, at en given respons fra omgivelserne virker forudsigeligt på den studerendes laering (Keiding, 2013;Keiding & Qvortrup, 2013). Den anden model, der traekker fx på moderne sy-stemteori og dennes begreb om selvreferentielle systemer, fremskriver feedback som bevidsthedsmaessige konstruktioner, som den studerende skaber på baggrund af fortolkning og konstruktion af koblinger mellem enkelte haendelser (Keiding & Qvortrup, 2014a). Der er tale om to vidt forskellige didaktiske forståelsesrammer, som udpeger forskellige fokuspunkter for de didaktiske refleksioner.…”

Fuldt nummer

“…Den første model, der kendes både fra hverdagssproget, fra den laeringsmålorienterede didaktik og fra den tidlige systemteoretiske didaktik antyder, at en given respons fra omgivelserne virker forudsigeligt på den studerendes laering (Keiding, 2013;Keiding & Qvortrup, 2013). Den anden model, der traekker fx på moderne sy-stemteori og dennes begreb om selvreferentielle systemer, fremskriver feedback som bevidsthedsmaessige konstruktioner, som den studerende skaber på baggrund af fortolkning og konstruktion af koblinger mellem enkelte haendelser (Keiding & Qvortrup, 2014a). Der er tale om to vidt forskellige didaktiske forståelsesrammer, som udpeger forskellige fokuspunkter for de didaktiske refleksioner.…”

The role of scaffolding in the instructional design of online, self-directed, inquiry-based learning environments: student engagement and learning approaches

“…This tool acted as internal feedback prompting students to choose suitable approaches and take remedial action, if necessary, in understanding the concepts (Butler et al, 1995). Second, detailed feedback on particular concepts that students were required to explain, was provided to correct and clarify the concepts (Keiding et al, 2014). Students obtained this feedback after finishing their written explanation of a particular concept.…”

“…This synchronous approach to feedback facilitated students in their reflective understanding enabling them to progress in evaluating their understandings. Therefore, feedback can be considered a powerful tool in online learning that supports the development of selfregulation (Keiding et al, 2014). The following are few examples of synchronous feedback that this study used in the learning modules:…”