Students’ perception of teachers’ two-way feedback interactions that impact learning
© 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), de...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Springer Netherlands
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/72623 |
| _version_ | 1848762799619047424 |
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| author | Tan, F. Whipp, P. Gagné, Marylène Van Quaquebeke, N. |
| author_facet | Tan, F. Whipp, P. Gagné, Marylène Van Quaquebeke, N. |
| author_sort | Tan, F. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes. |
| first_indexed | 2025-11-14T10:53:19Z |
| format | Journal Article |
| id | curtin-20.500.11937-72623 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:53:19Z |
| publishDate | 2018 |
| publisher | Springer Netherlands |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-726232023-06-13T02:58:39Z Students’ perception of teachers’ two-way feedback interactions that impact learning Tan, F. Whipp, P. Gagné, Marylène Van Quaquebeke, N. © 2018, Springer Nature B.V. Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes. 2018 Journal Article http://hdl.handle.net/20.500.11937/72623 10.1007/s11218-018-9473-7 Springer Netherlands restricted |
| spellingShingle | Tan, F. Whipp, P. Gagné, Marylène Van Quaquebeke, N. Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title | Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title_full | Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title_fullStr | Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title_full_unstemmed | Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title_short | Students’ perception of teachers’ two-way feedback interactions that impact learning |
| title_sort | students’ perception of teachers’ two-way feedback interactions that impact learning |
| url | http://hdl.handle.net/20.500.11937/72623 |