Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development

Ana Hibert; Michael Phillips; Dragan Gašević; Nataša Pantić; Justine MacLean; Yi-Shan Tsai

doi:10.1007/978-3-031-16290-9_46

Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development

Ana Hibert, Michael Phillips, Dragan Gašević, Nataša Pantić, Justine MacLean, Yi-Shan Tsai

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

The COVID-19 pandemic substantively impacted educational processes and posed urgent questions regarding how teachers can adapt their practices to create supportive learning communities in online environments. The purpose of this study was to understand how teachers provided dialogic feedback using technologies to create learning communities despite the unexpected switch to online learning during the COVID-19 lockdowns. Ten pre-service teachers and six in-service teachers were interviewed to understand their experiences using technology-assisted feedback during the COVID-19 lockdowns. Our findings show that the focus of feedback shifted during the pandemic. Over time, both teachers and students became more comfortable navigating online environments, going from self-level feedback that provided little support for learning to using technologies in innovative ways to create opportunities for dialogue around feedback and learning. We provide directions for future research and suggestions on how these findings can inform the creation of teacher training opportunities.

Original language	English
Title of host publication	Educating for a New Future
Subtitle of host publication	Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings
Editors	Isabel Hilliger, Pedro J. Muñoz-Merino, Tinne De Laet, Alejandro Ortega-Arranz, Tracie Farrell
Place of Publication	Cham Switzerland
Publisher	Springer
Pages	528-533
Number of pages	6
Edition	1st
ISBN (Electronic)	9783031162909
ISBN (Print)	9783031162893
DOIs	https://doi.org/10.1007/978-3-031-16290-9_46
Publication status	Published - 2022
Event	European Conference on Technology Enhanced Learning (EC-TEL) 2022: Making Sense of Technology-Enhanced Learning Adoption - Virtual/Online, Toulouse, France Duration: 12 Sept 2022 → 16 Sept 2022 Conference number: 17th https://link.springer.com/book/10.1007/978-3-031-16290-9

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	13450 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	European Conference on Technology Enhanced Learning (EC-TEL) 2022
Abbreviated title	EC-TEL 2022
Country/Territory	France
City	Toulouse
Period	12/09/22 → 16/09/22
Internet address	https://link.springer.com/book/10.1007/978-3-031-16290-9

Keywords

COVID-19
Dialogic feedback
Learning communities
Technology-enhanced feedback

Access to Document

10.1007/978-3-031-16290-9_46

Cite this

Hibert, A., Phillips, M., Gašević, D., Pantić, N., MacLean, J., & Tsai, Y.-S. (2022). Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, & T. Farrell (Eds.), Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings (1st ed., pp. 528-533). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13450 LNCS). Springer. https://doi.org/10.1007/978-3-031-16290-9_46

Hibert, Ana ; Phillips, Michael ; Gašević, Dragan et al. / Using dialogic feedback to create learning communities during COVID-19 : lessons for future teacher development. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings. editor / Isabel Hilliger ; Pedro J. Muñoz-Merino ; Tinne De Laet ; Alejandro Ortega-Arranz ; Tracie Farrell. 1st. ed. Cham Switzerland : Springer, 2022. pp. 528-533 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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title = "Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development",

abstract = "The COVID-19 pandemic substantively impacted educational processes and posed urgent questions regarding how teachers can adapt their practices to create supportive learning communities in online environments. The purpose of this study was to understand how teachers provided dialogic feedback using technologies to create learning communities despite the unexpected switch to online learning during the COVID-19 lockdowns. Ten pre-service teachers and six in-service teachers were interviewed to understand their experiences using technology-assisted feedback during the COVID-19 lockdowns. Our findings show that the focus of feedback shifted during the pandemic. Over time, both teachers and students became more comfortable navigating online environments, going from self-level feedback that provided little support for learning to using technologies in innovative ways to create opportunities for dialogue around feedback and learning. We provide directions for future research and suggestions on how these findings can inform the creation of teacher training opportunities.",

keywords = "COVID-19, Dialogic feedback, Learning communities, Technology-enhanced feedback",

author = "Ana Hibert and Michael Phillips and Dragan Ga{\v s}evi{\'c} and Nata{\v s}a Panti{\'c} and Justine MacLean and Yi-Shan Tsai",

note = "Funding Information: Supported by British Academy. Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.; European Conference on Technology Enhanced Learning (EC-TEL) 2022 : Making Sense of Technology-Enhanced Learning Adoption, EC-TEL 2022 ; Conference date: 12-09-2022 Through 16-09-2022",

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Hibert, A, Phillips, M , Gašević, D, Pantić, N, MacLean, J & Tsai, Y-S 2022, Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development. in I Hilliger, PJ Muñoz-Merino, T De Laet, A Ortega-Arranz & T Farrell (eds), Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings. 1st edn, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 13450 LNCS, Springer, Cham Switzerland, pp. 528-533, European Conference on Technology Enhanced Learning (EC-TEL) 2022, Toulouse, France, 12/09/22. https://doi.org/10.1007/978-3-031-16290-9_46

Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development. / Hibert, Ana; Phillips, Michael ; Gašević, Dragan et al.
Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings. ed. / Isabel Hilliger; Pedro J. Muñoz-Merino; Tinne De Laet; Alejandro Ortega-Arranz; Tracie Farrell. 1st. ed. Cham Switzerland: Springer, 2022. p. 528-533 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 13450 LNCS).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AB - The COVID-19 pandemic substantively impacted educational processes and posed urgent questions regarding how teachers can adapt their practices to create supportive learning communities in online environments. The purpose of this study was to understand how teachers provided dialogic feedback using technologies to create learning communities despite the unexpected switch to online learning during the COVID-19 lockdowns. Ten pre-service teachers and six in-service teachers were interviewed to understand their experiences using technology-assisted feedback during the COVID-19 lockdowns. Our findings show that the focus of feedback shifted during the pandemic. Over time, both teachers and students became more comfortable navigating online environments, going from self-level feedback that provided little support for learning to using technologies in innovative ways to create opportunities for dialogue around feedback and learning. We provide directions for future research and suggestions on how these findings can inform the creation of teacher training opportunities.

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Hibert A, Phillips M , Gašević D, Pantić N, MacLean J, Tsai YS. Using dialogic feedback to create learning communities during COVID-19: lessons for future teacher development. In Hilliger I, Muñoz-Merino PJ, De Laet T, Ortega-Arranz A, Farrell T, editors, Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022 Proceedings. 1st ed. Cham Switzerland: Springer. 2022. p. 528-533. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-031-16290-9_46