Students’ perception of teachers’ two-way feedback interactions that impact learning View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2019-02

AUTHORS

Fiona D. H. Tan, Peter R. Whipp, Marylène Gagné, Niels Van Quaquebeke

ABSTRACT

Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes. More... »

PAGES

169-187

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11218-018-9473-7

DOI

http://dx.doi.org/10.1007/s11218-018-9473-7

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1109759359


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