期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：3
页码：22-37
DOI：10.14742/ajet.5977
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the e10.14742/ajet.periences of designing faster feedback through weekly dialogic feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: students in computer-mediated dialogue with themselves; students and teachers in dialogue with each other; the reflection on how feedback informed learning; and the sociotechnical dialogue informing ongoing technical design. Three design dilemmas that were e10.14742/ajet.perienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable.
