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  • 1. Order onlineBuy this publication >>
    Grönlund, Agneta
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Återkoppling i analoga och digitala klassrum: Spänningsfyllda verksamheter i samhällskunskapsundervisning2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study is to discern how teachers use feedback when teaching Social Studies in analogous and digital contexts, with a special focus on the formative intentions of feedback. The study is based on Activity Theory. In part 1 teacher feedback is studied in an analogous classroom, whereas in part 2 feedback is given in a Learning Management System (LMS). In the study qualitative research methods are used, inspired by ethnography. Data include written documents with teacher feedback, observations of oral as well as digital feedback and qualitative interviews with a total of 11 upper secondary teachers.

    The results reveal that different situations and tools offer different possibilities for formative feedback. In the analogous as well as the digital context summative feedback is prominent, with a focus on grades. The most favourable situation for formative feedback is when feedback is given during an ongoing working process. Similarities between the two parts of the study were obvious in both formatively and summatively oriented activities. Although permeated by different norms, traditions and roles, they are intertwined in the teaching practice. Tensions between the activities have been described, however, when actions in one activity may seem counterproductive in the other activity.

    One difference between the two contexts is the existence of the documenting activity in the digital feedback context. This activity is oriented towards the teacher’s and the school’s need of documentation in the LMS as a base for grading. This created a confusion of feedback and documentation in the digital context, which was not present in the analogous context. One conclusion is that the use of a digital LMS has contributed to the creation of this summatively oriented activity.

    The conditions for using formative feedback are discussed in terms of an increased interest in feedback, in relation to the traditions of the subject and the tensions between ideal and actual practice. A further condition discussed in the study is the possibilities for teachers to give feedback with a focus on students’ learning.

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    Återkoppling i analoga och digitala klassrum: Spänningsfyllda verksamheter i samhällskunskapsundervisning
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CiteExportLink to result list
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf