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Students’ perception of teachers’ two-way feedback interactions that impact learning

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Abstract

Teacher-student interactions are fundamental to learning outcomes. However, the facilitation of student-defined, in-class two-way feedback interaction is under-researched. The purpose of this paper is to share insights from Year 9 students (N = 32; age = 14–15 years), describing effective teacher’s two-way feedback interaction through Respectful Inquiry (RI; asking questions, question openness, and attentive listening). Small-focussed group interviews were conducted and transcripts were inductively analysed to represent the conceptualised effective student-described teacher behaviour and associated learning outcomes. Findings confirm that two-way feedback, as opposed to unilateral teacher feedback, is facilitative of more diverse and higher-order learning outcomes. According to the students, RI is constitutive in the two-way feedback interaction process; executed together, positive psychological needs support and metacognition are fostered. While this research was exploratory, the findings offer practical and novel insights on teachers’ two-way feedback interactions that can enhance students’ metacognition and suggests how specific feedback behaviours augment higher-order learning outcomes.

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Authors and Affiliations

  1. School of Human Sciences, University of Western Australia, Crawley, Australia

    Fiona D. H. Tan

  2. School of Education, Murdoch University, Murdoch, Australia

    Peter R. Whipp

  3. Future of Work Institute, Curtin University, Bentley, Australia

    Marylène Gagné

  4. Management Department, Kühne Logistics University, Hamburg, Germany

    Niels Van Quaquebeke

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Tan, F.D.H., Whipp, P.R., Gagné, M. et al. Students’ perception of teachers’ two-way feedback interactions that impact learning. Soc Psychol Educ 22, 169–187 (2019). https://doi.org/10.1007/s11218-018-9473-7

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