From monologue to dialogue: improving written feedback processes in mass higher education
From monologue to dialogue: improving written feedback processes in mass higher education
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DOI：
10.1080/02602931003786559
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发表时间：
2010-01-01
影响因子：
4.4
通讯作者：
Nicol, David
中科院分区：
文献类型：
--
作者：
Nicol, David
世界各地的学生调查显示，学生对他们收到的作业反馈不满意，许多机构已经制定了解决这一问题的计划。这项工作的重点是提高书面评论的质量。本文采取了不同的视角。它认为，学生和教师对书面反馈的许多不同的不满表达，都是缺乏对话的症状。大众化的高等教育正在挤压对话，其结果是书面反馈，本质上是一种单向的交流，往往不得不承担几乎所有师生互动的负担。本文提出了一些方法，当学生人数众多时，可以提高反馈对话的性质和质量，而不必增加对学术人员的要求。最后，本文从概念上讨论了在设计反馈时采用对话方法的优点。
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one-way communication, often has to carry almost all the burden of teacher-student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.