Dialogic feedback in online teaching

Implications for teacher education

Abstract

Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the implications for dialogic feedback. This paper presents a study that seeks to identify challenges that teachers face when facilitating dialogic feedback in online teaching and explore how different feedback modes may enhance or hinder dialogic feedback. Based on findings of interviews with 16 in-service and pre-service teachers from the UK and Australia, we suggest that teacher education needs to highlight the development of student feedback literacy, the relational aspect of feedback, and pedagogical strategies to creative use of learning technologies for feedback.