Dialogic feedback: Contributing factors to student engagement - PowerPoint Presentation

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Dialogic feedback: Contributing factors to student engagement

Dr. Hazel McMurtrie, Dr. Cristina Izura & Ms. Jennifer McGinnDepartment of PsychologySALT

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Dialogic feedback: Contributing factors to student engagement2

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BackgroundIzura, C., McMurtrie, H., & Jiga-Boy, G. (2014). Engaging UG students in assessment and feedback3

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4What is Feedback?

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5“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies” (Carlass, 2015, p. 192)What is Feedback?

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6“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies” (Carlass, 2015, p. 192)“Feedback needs to influence what learners do rather than merely providing information” (Boud, 2015)What is Feedback?

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7Feedback as Pedagogy

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Report 1FeedbackReport 2Feedback

Report 3

Feedback

Report 4

Background

Izura

, C.,

McMurtrie

, H., &

Jiga

-Boy, G. (2014).

Engaging UG students in assessment and feedback

This method did not work because they attempted each report as new. Taking into account little or nothing from the previous report

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BackgroundIzura, C., McMurtrie, H., & Jiga-Boy, G. (2014). Engaging UG students in assessment and feedbackReport 1FeedbackReport 2

In Report 2, state what aspects of the of the feedback you have addressed

ENGAGING

I have addressed the following…

NON ENGAGING

????????

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Rprt 2Rprt 3Rprt 4Engaged (N = 35)55.957.559.3Non-engaged (N = 58)38.638.041.010BackgroundIzura, C., McMurtrie, H., & Jiga-Boy, G. (2014). Engaging UG students in assessment and feedback

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Why do some students engage more than others with feedback?BackgroundStudy11

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BackgroundStudyEngagement with feedback changes as a function of year of study (Ali, Rose & Ahmed, 2015).Self-efficacy, effort regulation & help seeking predict grades in UG (Pintrich & De Groot, 1990; Komarraju & Nadler, 2013).Students can regulate their own strategies for learning Self-regulated learning model, Pintrich, 2004). Feedback can influence motivation, self-efficacy and learning strategies Self regulated learning has been shown to promote student success by supporting student engagement (Rowden, 2013)12

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Cycle of Self-regulationZimmerman & Moylan (2009)BackgroundStudy13

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1. What is the effect of enhanced feedback and self-reflection activities on academic performance 2. Do learning strategies, motivation and resource management predict student engagement?Study14

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ProcedureReport 1FeedbackReport 2

Feedback

Report 3

Feedback

Report 4

In Report 2, state what aspects of the of the feedback you have addressed

In Report 4, state what aspects of the of the feedback you have addressed

In Report 3, state what aspects of the of the feedback you have addressed

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Procedure16(MSLQ; Pintrich, Smith, Garcia & McKeachie, 1991)81-item self report questionnaire

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17MSLQ Sub scales

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Results18p = .001

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234567891.Task Value.491**n.s.452**.399**-.213*

.350**n.sn.s

2.Self Efficacy

for Learning

n.s

.361**

n.s

n.s

.271**

n.s

n.s

3.Test

Anxiety

n.s

n.s

n.s

-.217*

n.s

n.s

4.Organise

.426**

n.s

.328**

n.s

n.s

5.Time

Study

n.s

.629**

n.s

n.s

6.Peer

-.270**

n.s

n.s

7.Effort

Regulation

.215*

.221*

8.Total no self reflection out of 3

.336**

9.Mean MP grade

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

Results

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Time & Study EnvironmentTask ValueOrganisationPeer LearningSelf-efficacy for LearningTest AnxietyEffort RegulationNo. of Self Reflection Completedr = .63**r = .35**r = .33**r = -.27*r = .27*r = -.22*** p < .001* p ≤ .01^ p < .05r = .22^Overall Mean Grade

r = .34**Results20

r

= . 22*

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Conclusions1- Those students that used feedback to engage in reflective practise performed better.21

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Conclusions2- Effort regulation is directly related to student engagement with tutor feedback(number of self reflections completed)22

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23

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Conclusions3- Developing self regulated learners who can manage their learning effectively is important to student-centred learning.24

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Its only feedback if students take some actionClosing Feedback loops25

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26SALT (Small Grant Award)

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27h.mcmurtrie@swansea.ac.ukc.izura@swansea.ac.uk