Feedback-dialogues: exploring the student perspective

Abstract

There have been many recommendations for dialogue to be part of the feedback process for students in higher education. In this paper, we report on the findings of feedback-dialogue practices among 17 history, politics and international relations undergraduate students. The study is based on findings obtained from semi-structured interviews and focus groups which sought to explore the extent to which students perceive feedback-dialogues to be part of their learning experience and subsequently the value they place upon them. The aim of the research is to develop strategies for encouraging dialogue between lecturer–student and student–student to enhance the students’ experiences of feedback. Analysis of the results indicates the existence of a ‘top-down’ approach to dialogue between lecturers and students and gaps in opportunities for these types of exchange. A range of strategies for creating models which address these two issues are proposed.

Keywords:

• feedback-dialogue
• transmission
• negotiation
• history
• politics and international relations

Acknowledgements

We are extremely grateful to the advice and comments provided by referees and the journal editor. The work on which this article was based was made possible by a Higher Education Academy National Teaching Fellowship Project Grant award, ‘It’s Good to Talk: Feedback, Dialogue and Learning’.