Abstract

In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led to a conceptualisation of feedback that considers learners’ active role in making feedback processes effective. This has led to interest in ‘feedback literacy’ or what learners need for productive feedback use. Engagement in peer feedback practices is believed to enhance some aspects of feedback literacy, namely, the ability to make evaluative judgements about work quality. However, based on evidence from a qualitative study with 14 undergraduates at a South Korean university, this paper argues that technology-mediated peer feedback practices can also support learners in navigating processes involved in feedback uptake. Results indicate that online feedback dialogues helped learners better understand and co-develop actionable feedback points and process some of the socio-affective and relational aspects of feedback engagement. The technology could also mediate multiple, recursive task-oriented discussions over space and time in emergent collaborative learning spaces. The results provide evidence for a new understanding of technology-mediated dialogic peer feedback as an online community practice and have implications for practitioners working in online and blended conditions.

摘要

近年来，学术界和实践者对通过反馈提高成绩以及对反馈的满意度的关注导致了反馈的概念化，认为学习者在使反馈过程有效方面发挥了积极作用。这引起了对“反馈素养”或学习者需要什么才能有效地使用反馈的兴趣。参与同行反馈实践被认为可以提高反馈素养的某些方面，即对工作质量做出评价性判断的能力。然而，基于对韩国一所大学 14 名本科生的定性研究的证据，本文认为，技术介导的同伴反馈实践也可以支持学习者在涉及反馈吸收的过程中导航。结果表明，在线反馈对话帮助学习者更好地理解和共同制定可操作的反馈点，并处理反馈参与的一些社会情感和关系方面。该技术还可以在新兴的协作学习空间中调解空间和时间上的多个、递归的、面向任务的讨论。这些结果为将技术介导的对话式同伴反馈作为一种在线社区实践重新理解提供了证据，并对在在线和混合条件下工作的从业者产生了影响。