TY - JOUR
T1 - Collaborative peer feedback and learning analytics
T2 - theory-oriented design for supporting class-wide interventions
AU - Er, Erkan
AU - Dimitriadis, Yannis
AU - Gašević, Dragan
PY - 2020/5/13
Y1 - 2020/5/13
N2 - Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students’ discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the learning processes involved in each of them. Then, we present a web-based platform, called Synergy, which is designed to facilitate collaborative peer feedback as conceptualised in the theoretical framework. To enable instructor support and facilitation during the feedback practice, we propose a learning analytics support integrated into Synergy. The consolidated model of learning analytics, which concerns three critical pieces for creating impactful learning analytics practices, theory, design and data science, was employed to build the analytics support. The learning analytics support aims to guide instructors’ class-wide actions toward improving students’ learning experiences during the three phases of peer feedback. The actionable insights that the learning analytics support offers are discussed with examples.
AB - Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students’ discussion about feedback and lack a systematic design approach. In this paper, we propose a theoretical framework of collaborative peer feedback which structures feedback dialogue into three distinct phases and outlines the learning processes involved in each of them. Then, we present a web-based platform, called Synergy, which is designed to facilitate collaborative peer feedback as conceptualised in the theoretical framework. To enable instructor support and facilitation during the feedback practice, we propose a learning analytics support integrated into Synergy. The consolidated model of learning analytics, which concerns three critical pieces for creating impactful learning analytics practices, theory, design and data science, was employed to build the analytics support. The learning analytics support aims to guide instructors’ class-wide actions toward improving students’ learning experiences during the three phases of peer feedback. The actionable insights that the learning analytics support offers are discussed with examples.
KW - collaborative peer feedback
KW - dialogic feedback
KW - instructor dashboards
KW - learning analytics
KW - Peer feedback
UR - http://www.scopus.com/inward/record.url?scp=85085519783&partnerID=8YFLogxK
U2 - 10.1080/02602938.2020.1764490
DO - 10.1080/02602938.2020.1764490
M3 - Article
AN - SCOPUS:85085519783
JO - Assessment & Evaluation in Higher Education
JF - Assessment & Evaluation in Higher Education
SN - 0260-2938
ER -