Enabling feedback seeking, agency and uptake through dialogic screencast feedback

Screencast feedback is higher in quantity, explicit and engaging and may better enable uptake compared to written feedback. However, most studies deploy screencast feedback as 'transmission' of feedback comments, positioning learners as passive and neglecting the importance of agency and action within the uptake process. This study attempts to overcome this limitation by conceptually positioning and deploying screencast feedback in a way that supports agency by providing technology-mediated opportunities for learners to request feedback and initiate uptake-oriented dialogues with providers. Taking a qualitative case approach, using written data, reflections (N = 14) and surveys (N = 14) to progressively focus interviews with 13 undergraduate advanced writing students in South Korea, three themes were developed. First, screencasts appeared to enhance understanding of feedback, helping learners understand standards and to set and achieve goals. Second, through initial feedback requests and opportunities to seek and clarify feedback, responding to feedback dialogically enabled learners to better understand and enact it, supporting their agency. Finally, the perception that the feedback was supportive and caring encouraged trust and motivation to engage with and use feedback. The findings have several theoretical and practical implications and are especially relevant to higher education practitioners wishing to support agency and uptake with a relational approach.

Automated summary

The study finds that screencast feedback supports learners in understanding feedback and achieving goals, and facilitates dialogues and collaboration between learners and teachers. Moreover, the perception of feedback as supportive and caring fosters trust and motivation in learners.