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dc.contributor.authorSteen-Utheim, Anna Therese
dc.contributor.authorWittek, Anne Line
dc.date.accessioned2018-01-16T09:44:47Z
dc.date.available2018-01-16T09:44:47Z
dc.date.created2017-12-15T12:51:56Z
dc.date.issued2017
dc.identifier.citationLearning, Culture and Social Interaction. 2017, 15, 18-30nb_NO
dc.identifier.issn2210-6561
dc.identifier.issn2210-657x
dc.identifier.urihttp://hdl.handle.net/11250/2477736
dc.descriptionThe accepted and peer reviewed manuscript to the articlenb_NO
dc.description.abstractDialogic approaches to feedback have been highlighted as important in re-conceptualizing the notion of feedback in higher education. However, this kind of claims has rarely been explored conceptually, and we know little about how dialogic feedback takes place when learners engage in feedback practices. The object of this study is two-fold; first we derive four dialogic dimensions from dialogic theory, and second we use these dimensions as an analytical framework to investigate feedback dialogues between a teacher and his students. For the purpose of in-depth investigation of the learning potential in dialogic feedback, we use interaction analysis. Based on the four theoretical dimensions merged with findings from our empirical case, we suggest an analytical model for the purpose of conceptualizing the distinctive features of dialogic feedback. The model holds four potentialities for student learning from dialogic feedback, which are; (a) emotional and relational support, (b) maintenance of the feedback dialogue, (c) opportunities for students to express themselves, and (d) the other's contribution to individual growth. We propose this model as an analytical tool for researchers in further investigation of learning potential in dialogic feedback in higher education contexts.nb_NO
dc.language.isoengnb_NO
dc.publisherElseviernb_NO
dc.titleDialogic feedback and potentialities for student learningnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber18-30nb_NO
dc.source.volume15nb_NO
dc.source.journalLearning, Culture and Social Interactionnb_NO
dc.identifier.doi10.1016/j.lcsi.2017.06.002
dc.identifier.cristin1528011
dc.description.localcode1, Forfatterversjonnb_NO
cristin.unitcode158,0,0,0
cristin.unitnameHandelshøyskolen BI
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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