The sound of feedback in higher education

Savin‐Baden, Maggi

doi:10.1080/17439881003671128

Cited by 19 publications

(9 citation statements)

References 16 publications

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“…This strengthens the epistemological reasoning for dialogic feedback. As the field has been criticized for lacking theoretical underpinning (Baird et al, 2014;Savin-Baden, 2010), this is a valuable contribution.…”

Section: Overall Contributionsmentioning

confidence: 99%

Dialogic feedback and potentialities for student learning

Steen-Utheim

Wittek

2017

Learning, Culture and Social Interaction

103

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Section: Overall Contributionsmentioning

confidence: 99%

Dialogic feedback and potentialities for student learning

Steen-Utheim

Wittek

2017

Learning, Culture and Social Interaction

103

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“…Although teacher-student contact can be supplemented by communication with information technologies (e.g. podcasting technology for the provision of audio feedback on assignments; see Savin-Baden 2010), such communication needs to be based on sound pedagogic principles to make the learning support sufficient and relevant to students' needs (Savin-Baden 2010).…”

Section: Establishing Close and Trusting Relationships With Studentsmentioning

confidence: 99%

Promoting self-sustained learning in higher education: the ISEE framework

Yang

2015

Teaching in Higher Education

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To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learningthe persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students' subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework:(1) employing Inquiry-based Scaffolding Tasks to motivate students' learning interests and scaffold their progress; (2) encouraging Engaging Classroom Dialogs to help students' development of subject expertise and an active learner identity; and (3) using Engaged Critical Reflections to build close and trusting teacher-student relationships.

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“…Two main benefits of audio feedback on social media can be inferred from the above excerpt. First, it was more efficient for the teacher (Rotheram, 2009). The audio feedback relieved Rosa from having to type written comments, which enabled her to deliver the feedback within a few minutes.…”

Section: Rosa's Accidental Use and Features Of Audio Feedbackmentioning

confidence: 99%

“…In practical terms, 1 min of audio feedback may carry information equivalent to 6 min of written feedback (Lunt and Curran, 2010), which provide a comparatively more indepth assessment of the students' work than written comments (Gould and Day, 2013). Although this figure has been contested considering the time taken to save and upload the audio files (Morris and Chikwa, 2016), the faculty will find the audio feedback to be more time-efficient only if the teachers are technically literate, speak quickly, and use a convenient method for delivering the audio file (Rotheram, 2009).…”

Section: Introductionmentioning

confidence: 99%

Not Just Listening to the Teacher's Voice: A Case Study of a University English Teacher's Use of Audio Feedback on Social Media in China

2018

Front. Educ.

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A teacher's feedback is one of the most important aspects of student learning. Although feedback can arguably shift students from their current level toward their desired goals, students in higher education rate it as one of the least satisfactory areas partly because of the unidirectional nature of written feedback. This paper contains a case study of a university English teacher's use of audio feedback on a popular social media platform in China. This study includes an analysis of the teacher's audio feedback and follow-up interactions with the students on the popular WeChat application, teacher interviews, student reflective journals, and 10 classroom observations of student presentations. The study found that many features of the teacher's audio feedback contributed to student learning. The findings also reveal how the instructor's audio feedback on social media created opportunities for dialogic feedback by increasing student engagement with the comments and enhancing meaning negotiation, as well as how the teacher and students perceive the use of audio feedback. These findings are discussed in terms of creating dialogical feedback contexts for student learning, incorporating the use of audio feedback into teacher assessment literacy, and utilizing social media as an innovative platform for audio feedback. It concludes with implications for feedback practice in higher education and teacher assessment education.

show abstract

The sound of feedback in higher education

Cited by 19 publications

References 16 publications

Dialogic feedback and potentialities for student learning

Dialogic feedback and potentialities for student learning

Promoting self-sustained learning in higher education: the ISEE framework

Not Just Listening to the Teacher's Voice: A Case Study of a University English Teacher's Use of Audio Feedback on Social Media in China

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