This study addresses the conceptual challenge of providing students with good quality feedback to enhance student learning in an online community of practice (COP). The aim of the study is to identify feedback mechanisms in a virtual learning environment (VLE) and to create a full formative feedback episode (FFE) through an online dialogue. The paper argues that dialogue is crucial for student learning and that feedback is not only something the teacher gives to the student. Viewing good quality feedback as social, situated, formative, emphasis is put on the establishment of dialogue. We refer to this type of feedback as, Situated Formative Feedback (SFF). As a basis for exploring, identifying and discussing relevant aspects of SFF the paper analyses qualitative data from a Moodle dialogue. Data are embedded in the qualitative analytic program Nvivo and are analysed with a system theoretical textual analysis method. Asynchronous written dialogue from an online master’s course at Aalborg University forms the empirical basis of the study. The findings suggests in general that students play an essential role in SFF and that students and educators are equal in the COP, but holds different roles. The students need to take ownership over the learning goals and create a shared understanding of the learning objectives.
|Status||Udgivet - 2016|
|Begivenhed||EDEN 2016 Annual Conference: Re-Imagining Learning Environments - Budapest, Ungarn|
Varighed: 14 jun. 2016 → 17 jun. 2016
|Konference||EDEN 2016 Annual Conference|
|Periode||14/06/16 → 17/06/16|