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Article: The feedback triangle and the enhancement of dialogic feedback processes

TitleThe feedback triangle and the enhancement of dialogic feedback processes
Authors
Issue Date2013
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching in Higher Education, 2013, v. 18 n. 3, p. 285-297 How to Cite?
AbstractThis article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.
Persistent Identifierhttp://hdl.handle.net/10722/200975
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYang, Men_US
dc.contributor.authorCarless, DRen_US
dc.date.accessioned2014-08-21T07:08:46Z-
dc.date.available2014-08-21T07:08:46Z-
dc.date.issued2013en_US
dc.identifier.citationTeaching in Higher Education, 2013, v. 18 n. 3, p. 285-297en_US
dc.identifier.issn1356-2517en_US
dc.identifier.urihttp://hdl.handle.net/10722/200975-
dc.description.abstractThis article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.aspen_US
dc.relation.ispartofTeaching in Higher Educationen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 05 Sep 2012, available online at: http://www.tandfonline.com/doi/abs/10.1080/13562517.2012.719154-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleThe feedback triangle and the enhancement of dialogic feedback processesen_US
dc.typeArticleen_US
dc.identifier.emailYang, M: myangmin@hku.hken_US
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_US
dc.identifier.authorityYang, M=rp00979en_US
dc.identifier.authorityCarless, DR=rp00889en_US
dc.description.naturepostprint-
dc.identifier.doi10.1080/13562517.2012.719154en_US
dc.identifier.scopuseid_2-s2.0-84878658584-
dc.identifier.hkuros231944en_US
dc.identifier.volume18en_US
dc.identifier.issue3en_US
dc.identifier.spage285en_US
dc.identifier.epage297en_US
dc.identifier.isiWOS:000319321000006-
dc.publisher.placeUnited Kingdomen_US

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