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Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/155591
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| Title: | Maximizing the impact of dialogic peer feedback on student engagement: The role of regulation support |
| Authors: | 曾聖翔
Tseng, Sheng-Shiang;Er, Erkan |
| Contributors: | 教育學院 |
| Keywords: | Peer feedback;Dialogic feedback;Student engagement;Regulation of learning |
| Date: | 2024-04 |
| Issue Date: | 2025-02-05 16:14:10 (UTC+8) |
| Abstract: | The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students’ engagement using an experimental research design. Students in the experimental group (n = 26) performed the feedback practice with a regulated dialogic feedback approach through three phases, each involving a different regulation type: 1. negotiation and coordination of feedback activities involving shared regulation of learning (SSRL); 2. feedback provision and discussion to support its uptake involving co-regulation of learning (CoRL); and 3. translation of feedback into task progress involving self-regulation of learning (SRL). Students in the control group (n = 25) performed the feedback practice without the regulated dialogic feedback approach in an online discussion forum. The study lasted for 10 weeks for both groups. The research data included students’ responses to peer feedback engagement surveys, students’ learning behaviors, and the transcripts of interviews with students. The survey results show that the regulated dialogic feedback led to a higher cognitive, emotional, and behavioral engagement with the feedback practice. Based on the feedback-related learning behaviors, this study found that the SSRL, SRL, and CoRL processes can potentially promote cognitive, emotional, and behavioral engagement. Extreme case analysis demonstrated how the support for SSRL, SRL, and CoRL promoted engagement in all three areas (cognitive, behavioral, and emotional). Pedagogical implications were provided for creating engaging dialogic feedback practices. |
| Relation: | Educational Technology & Society, Vol.27, No.2, pp.133-148 |
| Data Type: | article |
| DOI 連結: | https://doi.org/10.30191/ETS.202404_27(2).RP04 |
| DOI: | 10.30191/ETS.202404_27(2).RP04 |
| Appears in Collections: | [教育學院] 期刊論文
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