Feedback as a spectrum: The evolving conceptualisation of feedback for learning

Govender, Lynelle; Archer, Edward

doi:10.7196/ajhpe.2021.v13i1.1414

Cited by 3 publications

(4 citation statements)

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“…O feedback e seu potencial formativo no contexto da formação de professores Feedbacks consistem em uma estratégia de grande potencial formativo em âmbito educacional. Podem ser definidos como o processo de fornecer informações direcionadas a um indivíduo com vistas a promover aprendizado (Shute, 2008;Hattie & Timperley, 2007;Govender & Archer, 2021). Shute (2008) sugere que um feedback bem elaborado e oferecido corretamente pode ser uma forma de melhorar o processo…”

Section: Algumas Considerações Sobre Reflexãounclassified

“…Destaca-se que a informação contida no feedback é dotada de conhecimento teórico e experiencial para que o aprendiz tenha os direcionamentos adequados para seu contexto e possa refletir sobre suas ações e aprendizagens (Shute, 2008). movimento dialógico e bidirecional (Hattie & Timperley, 2007;Govender & Archer, 2021). Isso significa que o aprendiz deve se engajar no seu processo formativo e ser protagonista da construção de seu conhecimento e no desenvolvimento de sua prática.…”

Section: Algumas Considerações Sobre Reflexãounclassified

“…Portanto, o processo interativo estabelecido por meio do feedback não é um monólogo ou mensagem vazia, mas uma forma de diálogo em que o aprendiz conversa ativamente com o docente (Hattie & Timperley, 2007;Govender & Archer, 2021).…”

Section: Algumas Considerações Sobre Reflexãounclassified

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Tutor Em Ação

Carvalho

Reali²

2022

Imagens Educ.

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Este estudo tem por tema: feedbacks na formação de professores. Neste sentido, o escopo do trabalho é analisar os feedbacks de uma tutora ao diário reflexivo de uma mentora da Educação Infantil do Programa Híbrido de Mentoria (PHM) da UFSCar ao longo de um período de interações escritas (2017-2019). A pesquisa desenvolvida é de abordagem qualitativa, do tipo exploratória. Os dados foram analisados com base nos pressupostos teóricos da análise de conteúdo. Os resultados sugerem que a tutora ofereceu feedbacks que ajudam a mentora a perceber as evidências de sua aprendizagem; estimulam a refletir sobre a prática de mentoria; contribuem para a percepção, por parte da mentora, da construção de sua identidade; colaboram com o processo de interação e aproximação, bem como encorajam a criação de vínculos entre mentora e professora iniciante; ajudam na indicação de caminhos e reflexões para solução de dificuldades e enaltecem avanços no processo de desenvolvimento da mentoria.

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Tutor Em Ação

Carvalho

Reali²

2022

Imagens Educ.

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“…Feedback should involve both teachers and students in giving and receiving information. The bidirectional model emphasises on learners' engagement in feedback, they should have equal power in giving feedback 5 .…”

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Students and Faculty Perspective of Effective Feedback Analyzed in an Outcome Based Medical Education System of KSA

Zeb¹,

Zareen²,

Almutairi³

et al. 2022

ashkmdc

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Objective: To evaluate and compare the students’ and faculty’s perspectives of feedback & its values in an outcome-based medical education system. Methods: This was a cross-sectional, self-evaluated questionnaire-based observational study con- ducted on the students (group A) and faculty members (group B) of the College of Medicine, Majmaah University by convenience sampling technique. Prior to taking the feedback, consent was taken from the students and faculty members. The responses were recorded on a scale of 1-5 and the data was analyzed using SPSS version (25). The relationship between categorical variables was analyzed using the Chi-square test and a p value of 0.05’ was considered significant. Results: The questionnaire responses from the A and B groups were recorded. Three important elements were examined: efficacy, value, and the technique for recording constructive feedback. Both groups believed that positive feedback is essential. While there was agreement on various aspects, a substantial difference was also noticed between the perceptive of the two groups in a few areas. Generally, students were observed of being responsive and perceptive, but the instructor’s responded oppositely. There was a considerable disparity in the extent/quantity of input supplied. While the teachers thought it was acceptable, the students did not. Conclusion: The observed differences between the two stakeholders could create a barrier in the effectiveness of feedback and hence the learning process. The comparison in perspective helped in to understand that students and faculty members approve and understand the effectiveness and value of feedback. Encouraging and utilizing this mode to improve learning is required to strengthen students’ education and teaching environment. There were a few conflict areas in accepting, encouraging, and utilization of feedback in the learning process. The medical education department may play a role in abolishing these conflicts to best utilize the affectivity of feedback.

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Exploring the role of digital technology for feedback exchange in clinical training: a scoping review

Singaram,

Pillay,

Mbobnda Kapche

2024

Syst Rev

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Background Feedback plays an integral role in clinical training and can profoundly impact students’ motivation and academic progression. The shift to online teaching, accelerated by the COVID-19 pandemic, highlighted the necessity of transitioning traditional feedback mechanisms to digital platforms. Despite this, there is still a lack of clarity regarding effective strategies and tools for delivering digital feedback in clinical education. This scoping review aimed to assess the current utilization of digital feedback methods in clinical education, with a focus on identifying potential directions for future research and innovation. Methods A database search using a published protocol based on the Joanna Briggs Institute framework was conducted between January 2010 and December 2023. Six databases were searched, PubMed/MEDLINE, EBSCOhost, Scopus, Google Scholar, Union Catalogue of Theses and Dissertations, and WorldCat Dissertations and Theses. Reviewers independently screened the papers against eligibility criteria and discussed the papers to attain consensus. Extracted data were analyzed qualitatively and descriptively. Results Of the 2412 records identified, 33 reports met the inclusion criteria. Digital tools explored for feedback included web-based and social sites, smart device applications, virtual learning environments, virtual reality, and artificial intelligence. Convenience and immediate, personalized feedback and enhanced formative assessment outcomes were major facilitators of digital feedback utility. Technical constraints, limited content development, training, and data security issues hindered the adoption of these tools. Reports mostly comprised empirical research, published in the global North and conducted on undergraduates studying medicine. Conclusion This review highlighted a geographical imbalance in research on feedback exchange via digital tools for clinical training and stressed the need for increased studies in the global South. Furthermore, there is a call for broader exploration across other health professions and postgraduate education. Additionally, student perceptions of digital tools as intrusive necessitate a balanced integration with traditional feedback dialogues. The incorporation of virtual reality and artificial intelligence presents promising opportunities for personalized, real-time feedback, but requires vigilant governance to ensure data integrity and privacy. Scoping review protocol https://doi.org/10.1186/s13643-022-02151-8 Supplementary Information The online version contains supplementary material available at 10.1186/s13643-024-02705-y.

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Feedback as a spectrum: The evolving conceptualisation of feedback for learning

Abstract: This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0.

Cited by 3 publications

References 5 publications

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Students and Faculty Perspective of Effective Feedback Analyzed in an Outcome Based Medical Education System of KSA

Exploring the role of digital technology for feedback exchange in clinical training: a scoping review

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