I would like to have that dialogue
About feedback in online vocational training
DOI:
https://doi.org/10.7146/lom.v17i29.142988Abstract
The article presents the results of qualitative research on feedback in online education in vocational training. The purpose was to investigate the pedagogical reflections that vocational schoolteachers make regarding feedback in online teaching and how students perceive the feedback in relation to their learning and well-being.
A significant finding in the study is that feedback is largely defined and delivered as feedback given from the teacher to the student. At the same time, there is an articulation of the need for more dialogical forms of feedback in online education. Therefore, the article introduces a continuum ranging from monologue to dialogue. On this continuum, four different forms of feedback are placed, focusing on assessment, response, self-regulation and ideological becoming.
Drawing inspiration from the findings of the study, a model is presented, which can guide teachers in developing a feedback pedagogy that supports students' learning and well-being in online teaching formats. Additionally, the article discusses the significance of the LMS for online feedback processes and the teacher's affordance of the systems available to them.
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