Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward
Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to expl...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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University of Calgary
2023-01-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/75900 |
| _version_ | 1797951577953140736 |
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| author | Jennifer Hill Kathy Berlin Julia Choate Lisa Cravens-Brown Lisa McKendrick-Calder Susan Smith |
| author_facet | Jennifer Hill Kathy Berlin Julia Choate Lisa Cravens-Brown Lisa McKendrick-Calder Susan Smith |
| author_sort | Jennifer Hill |
| collection | DOAJ |
| description |
Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.
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| first_indexed | 2024-04-10T22:32:44Z |
| format | Article |
| id | doaj.art-4aec8557eadb427c926f90a2621649a9 |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-04-10T22:32:44Z |
| publishDate | 2023-01-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-4aec8557eadb427c926f90a2621649a92023-01-16T18:10:35ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872023-01-011110.20343/teachlearninqu.11.6Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-ForwardJennifer Hill0Kathy Berlin1Julia Choate2Lisa Cravens-Brown3Lisa McKendrick-Calder4Susan Smith5University of GloucestershireIndiana University Purdue University Indianapolis, Indiana Monash UniversityThe Ohio State UniversityMacEwan University Leeds Beckett, University Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/75900assessment feedbackdialogic feed-forwardemotionsfeedback literacyemotional labour |
| spellingShingle | Jennifer Hill Kathy Berlin Julia Choate Lisa Cravens-Brown Lisa McKendrick-Calder Susan Smith Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward Teaching & Learning Inquiry: The ISSOTL Journal assessment feedback dialogic feed-forward emotions feedback literacy emotional labour |
| title | Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward |
| title_full | Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward |
| title_fullStr | Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward |
| title_full_unstemmed | Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward |
| title_short | Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward |
| title_sort | emotions experienced by instructors delivering written feedback and dialogic feed forward |
| topic | assessment feedback dialogic feed-forward emotions feedback literacy emotional labour |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/75900 |
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