Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback.

Chris Beaumont, Susan Canning, Claire Moscrop

Research output: Contribution to journalArticle

15 Citations (Scopus)
159 Downloads (Pure)

Abstract

High quality feedback is known to be essential for learning, yet in higher education it has been highlighted as a problem area in the UK by both the Quality Assurance Agency (QAA) and National Student Surveys. Furthermore, a recent study has shown that there is a fault-line between the highly structured guidance system that exists in schools/colleges and the culture of ‘independent’ learning that is promoted in higher education and suggests that this is a significant barrier to a successful transition. This article reports research to improve the transition for first year undergraduates by providing a structured set of guidance activities as a means of an extended induction into the assessment processes in higher education. The activities are based on the Dialogic Feedback Cycle which encompasses principles of feedback as dialogue, emphasising guidance at the start of, and during an assignment rather than summative written feedback. The intervention was evaluated by means of a questionnaire and supported by focus groups. The questionnaire was administered to a control group and an intervention group. Results showed statistically significant improvements (p<0.05) in students’ perceptions of their understanding of assessment tasks, criteria, and confidence at completing assessment tasks and self-regulated learning.
Original languageEnglish
Pages (from-to)331-350
Number of pages20
JournalJournal of Further and Higher Education
Volume40
Issue number3
Early online date9 Oct 2014
DOIs
Publication statusPublished - 3 May 2016

Keywords

  • assessment
  • computing
  • dialogical feedback cycle (DFC)
  • feed-forward
  • feedback
  • self-regulated learning
  • transition

Fingerprint Dive into the research topics of 'Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback.'. Together they form a unique fingerprint.

  • Cite this