Contribution in an anthology

Authors list: Brück-Hübner, Annika

Appeared in: Digital Feedback in Higher Education

Editor list: Schluer, Jennifer

Publication year: 2024

Pages: 99-115

ISBN: 978-3-8376-7571-9

eISBN: 978-3-8394-7571-3

Open access status: Gold

DOI Link: https://doi.org/10.1515/9783839475713-005

Abstract: 

Feedback processes are central to learning but not every feedback process is equally beneficial. Even though there is a growing number of criteria catalogs for “good feedback”, these reach their limits in practice. One of the reasons for this is that there are many different understandings of feedback and that very different goals can be pursued with feedback processes. We might hypothesize that the characterization of good feedback is closely linked to the understanding and goal of feedback. This paper is based on an understanding of feedback that places the student at the center. Accordingly, the goal of the feedback process is to support students in their learning and professionalization processes. Based on an interactional-constructivist understanding of learning, it is argued that students should take a central – active – role in feedback processes and that feedback can only be successful if students are open for feedback and not only understand and comprehend it but are also willing and able to transfer it to future situations and to change their learning behavior. Starting from this hypothesis, a model of feedback communication processes is presented, which foregrounds the role of students in feedback processes from a constructivist view. These theoretical assumptions are contrasted with the results of a questionnaire study conducted in 2021, which analyzed the role students play in feedback processes from their own perspective. The comparison of theory and practice shows that students still see themselves primarily in a passive role in feedback processes. Implications are given for how feedback practices need to change. In addition, limitations and research perspectives are pointed out.

Harvard Citation style: Brück-Hübner, A. (2024) Needs-based Feedback? - The Role of Students in (Digital) Feedback Processes in Higher Education, in Schluer, J. (ed.) Digital Feedback in Higher Education. Bielefeld: Transkript, pp. 99-115. https://doi.org/10.1515/9783839475713-005

APA Citation style: Brück-Hübner, A. (2024). Needs-based Feedback? - The Role of Students in (Digital) Feedback Processes in Higher Education. In Schluer, J. (Ed.), Digital Feedback in Higher Education (pp. 99-115). Transkript. https://doi.org/10.1515/9783839475713-005