The art of questioning in online learning environments: the potentialities of feedback in writing

Guasch, Teresa; Espasa, Anna; Martínez-Melo, Montserrat

doi:10.1080/02602938.2018.1479373

Cited by 34 publications

(41 citation statements)

References 32 publications

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“…Interpreting this finding from the sociocultural theory (Vygotsky, 1980), effective feedback should be formulated with the intention not only to assist students to fix their issues in writing but also to create space for them to interact and negotiate the intended meanings (Lee, 2014). This also corporates the socio-constructivist research on teacher dialogic feedback that promotes interaction and negotiation of feedback (Carless, 2020a(Carless, , 2020bGuasch et al, 2019).…”

Section: Discussionmentioning

confidence: 96%

“…Another evidence on the potential of commenting on the feedback is the change in the roles of postgraduates from mere receivers of feedback to active respondents, which is observed in the threads of supervisor-student commenting exchanges. In light of the social constructivist view of feedback, such commenting exchanges suggest that effective feedback provision is a social and dialogic process of teacherstudent negotiation and interaction that emphasizes students' roles as active agents of feedback rather than mere receivers of it (Carless, 2020a(Carless, , 2020bGuasch et al, 2019). On the contrary, the absence of dialogue in feedback provision may hinder students' development of autonomy, successful text revisions, and knowledge construction (Fernández-Toro & Furnborough, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

2021

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Despite the emphasis on effective supervisory feedback formulation on postgraduates’ academic writing, our understanding of effective feedback forms may not be comprehensive without mentoring students’ responses to feedback. Therefore, the current case study explores feedback formulation on research proposal writing and two postgraduates’ responses to feedback in a Malaysian university. Data were collected from written feedback, students’ commenting responses to feedback, their text revisions, and follow-up interviews. The feedback is formulated as directive, referential, and expressive, and it addresses issues related to content, organization, linguistic accuracy, and appropriateness in research proposal writing. The two postgraduates engaged in cognitive (e.g., confusion), metacognitive (e.g., reading feedback), and affective (e.g., appreciating feedback) responses to feedback. They integrated most of the feedback in revising their writing and made additional text revisions. Although this study is primarily qualitative in nature, simple descriptive quantitative measures were applied to the data to determine the prevalence of feedback forms, responding and revision patterns. The study provides useful suggestions for supervisory feedback practices.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

2021

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“…Además de la condición relacionada con el experimento, se controlaron otras condiciones: todos los estudiantes son del mismo nivel y los grupos-clase están acompañados por el mismo profesorado, con la misma metodología y mismo criterio de evaluación y feedback. Para realizar el cuasi-experimento el profesorado participó en sesiones de formación para que todos facilitaran el mismo tipo de feedback orientado a fomentar el aprendizaje y con contenido epistémico y sugestivo (Guasch et al, 2019). Es importante destacar que el feedback que se proporcionaba con la finalidad de reelaborar el trabajo no incluía una calificación.…”

Section: Diseño De La Investigaciónunclassified

¿Cómo implicar a los estudiantes para que utilicen el feedback online?

Espasa

Guasch

2021

RIED

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A pesar de una apuesta firme por la implantación de una evaluación continua y formativa en el contexto universitario, en la práctica, este tipo de evaluación todavía hoy no es una realidad. En este marco de evaluación, los procesos de feedback toman una relevancia clave como facilitadores del aprendizaje. Sin embargo, los resultados de las investigaciones que se han llevado a cabo en los últimos años sobre el feedback concluyen que los estudiantes no lo utilizan, es decir, no lo aprovechan para mejorar su aprendizaje. El objetivo del presente artículo es aportar evidencias sobre cómo la estrategia basada en la reelaboración del trabajo académico puede promover la implicación de los estudiantes con el feedback en entornos virtuales o híbridos. Para dar respuesta a este objetivo se diseñó un cuasi-experimento con medidas pre-post. La muestra estuvo compuesta por 76 estudiantes que recibieron la intervención (reelaboración del trabajo a partir del feedback recibido y entrega final) y 60 del grupo control. Los resultados ponen de manifiesto que la reelaboración del trabajo va asociada a niveles más altos de implicación con el feedback. La discusión sitúa la relevancia de los resultados en contextos virtuales o con un uso intensivo de la tecnología y su potencialidad para transferirlos a la práctica educativa, por su impacto en la regulación y en el diseño de prácticas realmente formativas que contribuyan al aprendizaje.

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“…It seems that the positive relationship between feedback implementation and writing improvement has been naturally admitted. In fact, as it refers to the change students introduce into the text (Guasch et al, 2019 ), it does not necessarily draw forth the improvement of the writing quality. The text change can either be good or bad.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the Difference Between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students' Writing Improvement

Zhu

Cheong

2021

Front. Psychol.

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Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective implementation of the feedback, teachers must comprehend the differential characteristics of self- and peer feedback. However, empirical research comparing the two remains scarce, particularly when they are used in combination. In this study, 116 Hong Kong undergraduate students participated in an abstract writing task and engaged in self- and peer feedback processes. The amount, types, and implementation of self- and peer feedback and their effects on writing improvement were analyzed and compared. Hierarchical regression analyses indicated that about 25% of the variance in the students' writing improvement was collectively accounted for by the two feedback processes. One form of feedback contributed about 15% of the variance while the other form explained 10%. Feedback types and the amount of implemented feedback were found to be positive predictors of writing improvement, whereas the overall feedback amount negatively affected the improvement. Moreover, the implementation of peer feedback was found to have a greater effect on the improvement than those of self-feedback. Several pedagogical implications of these findings are addressed.

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The art of questioning in online learning environments: the potentialities of feedback in writing

Cited by 34 publications

References 32 publications

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

¿Cómo implicar a los estudiantes para que utilicen el feedback online?

Understanding the Difference Between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students' Writing Improvement

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