Eliciting Students’ Voices through Screencast-Assisted “Feedback on Feedback”

María Fernández-Toro, Concha Furnborough, The Open University, United Kingdom

Abstract

Despite its obvious importance, research has suggested that students do not always engage with their tutors’ assignment feedback. This paper focuses on a new approach to examining student responses to feedback received. 10 distance students of Spanish from beginner to advanced level articulated their responses to feedback obtained from their tutor on a particular written assignment using student-generated screencast (Jing) recordings. The recordings were then analysed for cognitive, metacognitive and affective elements. The study demonstrated that motivated students engage with tutor feedback and make active efforts to integrate it into their learning, although sometimes their responses are ineffective, with incorrect tutor assumptions about an individual student’s abilities or assumptions leading to unsuccessful feedback dialogue. The findings indicate that this approach could constitute a valuable contribution to enhancing student-tutor dialogue in distance language learning assessment, which would merit further research.

Abstract in Spanish

Pese a su importancia, el feedback de los profesores no siempre es tomado en cuenta por los estudiantes. Este artículo se centra en una nueva técnica para investigar cómo responden éstos al feedback que reciben. 10 estudiantes matriculados en cursos de español a distancia de niveles principiante a avanzado verbalizaron sus respuestas al feedback de sus profesores sobre una tarea escrita y las grabaron en forma de screencast (Jing). Dichas grabaciones se analizaron con relación a elementos cognitivos, metacognitivos y afectivos. El estudio demuestra que los estudiantes motivados se involucran con el feedback de sus profesores y se esfuerzan activamente por integrarlo en su aprendizaje. No obstante sus respuestas no siempre surten efecto, y las asunciones incorrectas de los profesores sobre las habilidades de sus estudiantes pueden llevar a un fracaso del diálogo de aprendizaje. Concluimos que esta técnica puede contribuir a mejorar el diálogo entre profesores y estudiantes de educación a distancia sobre la evaluación del aprendizaje, y constituye una valiosa herramienta para futuras investigaciones.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,

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