Chapters authored
Feedback and Feedforward as a Dialogic Communication in the Learning Environment
Feedback concept in education is broad and covers several functionalities. The aim of this essay is to open up feedback and feed-forward concept as a process of dialogic communication both on individual level and in (educational) organization. While feedback provides information retrospectively (how has it been?), feed-forward would guide the future progress. While approaching the feedback from the point of view of dialogic communication, this study proposes different aspects of the feedback addressee and feedback provider could negotiate in order to make the feedback satisfying for both sides: number of aspects, time, generalization, and—whose task is to “interpret” feedback to feed-forward. The essay opens up the complexity of feedback and feed-forward asking/giving/receiving from the point of view of interpersonal as well as organizational communication. While approaching feedback giving and receiving as interpersonal communication it might include “noise”—unintended and sometimes spontaneous messages. The essay includes illustrative examples from the daily communication practice concerning the complexity of giving analytical descriptive feedback. On organizational level, the essay suggests to consider carefully the purpose of the feedback, the data collection methods and how the organization can make use of the data.
Part of the book: The Essence of Academic Performance