Was meinst du eigentlich, wenn du von ‹Feedback› sprichst?
Heft 54 , Forschungssynthesen in der Mediendidaktik. Ansätze und Herausforderungen
Heft 54

Was meinst du eigentlich, wenn du von ‹Feedback› sprichst?
Chancen und Grenzen qualitativ-inhaltsanalytischer Scope-Reviews zur Herausarbeitung von Taxonomien zur Beschreibung didaktischer Szenarien am Beispiel ‹Feedback›

Forschungssynthesen in der Mediendidaktik. Ansätze und Herausforderungen
https://doi.org/10.21240/mpaed/54/2023.11.29.X
Veröffentlicht 2023-11-29
Annika Brück-Hübner
University of Giessen image/svg+xml
https://orcid.org/0000-0002-3309-3579
Jennifer Schluer
Chemnitz University of Technology image/svg+xml
https://orcid.org/0000-0002-9499-4039
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Cover:: Annika Brück-Hübner, Jennifer Schluer: Was meinst du eigentlich, wenn du von ‹Feedback› sprichst? Chancen und Grenzen qualitativ-inhaltsanalytischer Scope-Reviews zur Herausarbeitung von Taxonomien zur Beschreibung didaktischer Szenarien am Beispiel ‹Feedback›
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Schlagworte

Feedback
Literaturreview
Inhaltsanalyse
Taxonomien

Zitationsvorschlag

Brück-Hübner, Annika, und Jennifer Schluer. 2023. „Was Meinst Du Eigentlich, Wenn Du Von ‹Feedback› Sprichst? Chancen Und Grenzen Qualitativ-Inhaltsanalytischer Scope-Reviews Zur Herausarbeitung Von Taxonomien Zur Beschreibung Didaktischer Szenarien Am Beispiel ‹Feedback›“. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 54 (Research Syntheses): 125-66. https://doi.org/10.21240/mpaed/54/2023.11.29.X.
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Lizenz

Copyright (c) 2023 Annika Brück-Hübner, Jennifer Schluer

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Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.

Abstract

Ein Blick in die (medien-)pädagogische Forschungsliteratur verdeutlicht, wie vielfältig zentrale Begriffe wie z. B. der des ‹Feedbacks› verstanden werden. Grund hierfür sind nicht nur divergierende theoretische Annahmen und forschungsmethodische Herangehensweisen, sondern auch unterschiedliche lehr-/lernmethodische Auffassungen sowie die damit verbundene konkrete didaktische Umsetzung in der Lehre. Der Pluralität didaktischer Szenarien wurde in bisherigen Feedback-Reviews jedoch kaum Aufmerksamkeit geschenkt, obwohl didaktische Designs Auswirkungen auf den Lernerfolg und somit auch die Studienergebnisse haben können. Ursache hierfür ist eine oftmals unzureichende Beschreibung der Feedbackszenarien in den Primärstudien, welche wiederum die Herausarbeitung von Schlussfolgerungen und Effektstärken in Meta-Analysen erschwert. In diesem Beitrag wird ein qualitativ-inhaltsanalytischer Scope-Review der didaktischen Szenarien in Feedbackstudien vorgestellt, welcher das Ziel verfolgt, die Bandbreite an Implementierungen zu erfassen und eine Grundlage zur transparenten Beschreibung von Feedbackdesigns für zukünftige (Meta-)Studien zu schaffen. Hierzu wird eine Taxonomie entwickelt, die auf möglichst umfassende Weise unterschiedliche Umsetzungsvarianten abbilden soll. Daran anschliessend werden im Beitrag die Chancen und Grenzen eines qualitativ-inhaltsanalytischen Scope-Reviews zur Herausarbeitung von Taxonomien zur Beschreibung didaktischer Designs diskutiert.

https://doi.org/10.21240/mpaed/54/2023.11.29.X

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Anhang: Liste der analysierten Studien

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Chand Dayal, Hem, und Reema Alpana. 2020. «Secondary Pre-Service Teachers’ Reflections on Their Micro-Teaching: Feedback and Self-Evaluation». Waikato Journal of Education 25 (1): 73–83. https://doi.org/10.15663/wje.v25i0.686.

Chen, Jialiang. 2021. «Research on the Effect of Peer Feedback Training in English Writing Teaching – A Case Study of Students in Business English Major». ELT 14 (6): 12. https://doi.org/10.5539/elt.v14n6p12.

Chen, Wenling. 2018. «The Effects of Corrective Feedback Strategies on English Majors’ Writing». ELT 11 (11): 55–64. https://doi.org/10.5539/elt.v11n11p55.

Chuaphalakit, Ken, Bhornsawan Inpin, und Prarthana Coffin. 2019. «A Study of the Quality of Feedback Via the Google Classroom-mediated-Anonymous Online Peer Feedback Activity in a Thai EFL Writing Classroom». International Journal of Progressive Education 15 (5): 103–18. https://doi.org/10.29329/ijpe.2019.212.8.

Cleary, Ann, Brid Delahunt, Claire Fox, Moira Maguire, Lorna O’Connor, und Jamie Ward. 2018. «Promoting Student Engagement with Academic Literacy Feedback: An Institute Wide Initiative». Practitioner Research in Higher Education 11 (1): 101–9.

Cobbold, Christian, und Louise Wright. 2021. «Use of Formative Feedback to Enhance Summative Performance». INT J INSTRUCTION 6 (1): 109–16. https://doi.org/10.29333/aje.2021.619a.

Colpitts, Bradley D. F. 2019. «A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom». JALT CALL Journal 15 (2): 23–39.

Cutting, Chelsea, und Kevin Larkin. 2021. «The Impact of Weekly Formative Video Feedback on Pre- Service Teachers’ Experiences in Online Mathematics Education». Mathematics Teacher Education and Development 23 (1): 74–90.

Daweli, Talal Waleed. 2018. «Engaging Saudi EFL Students in Online Peer Review in a Saudi University Context». Arab World English Journal 9 (4): 270–80. https://doi.org/10.24093/awej/vol9no4.20.

Deale, Cynthia S. 2020. «A Team Approach to Using Student Feedback to Enhance Teaching and Learning». ij-sotl 14 (2): Art. 6. https://doi.org/10.20429/ijsotl.2020.140206.

Demonacos, Constantinos, Steven Ellis, und Jill Barber. 2019. «Student Peer Assessment Using Adaptive Comparative Judgment: Grading Accuracy Versus Quality of Feedback». Practitioner Research in Higher Education 12 (1): 50–60.

Dennis, Diane, Anne Furness, Dawn Hall-Bibb, und Shylie Mackintosh. 2020. «Teaching Physiotherapy Students to Provide Feedback Using Simulation». Journal of Peer Learning 13: 36–47.

Ducasse, Ana Maria, und Kathryn Hill. 2019. «Developing Student Feedback Literacy Using Educational Technology and the Reflective Feedback Conversation». Practitioner Research in Higher Education 12 (1): 24–37.

Eather, Narelle, Nicholas Riley, Drew Miller, und Scott Imig. 2019. «Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher’s Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments». Journal of Education and Training Studies 7 (8): 32–46. https://doi.org/10.11114/jets.v7i8.4053.

El Mortaji, Latifa. 2022. «Public Speaking and Online Peer Feedback in a Blended Learning EFL Course Environment: Students’ Perceptions». ELT 15 (2): 31–49. https://doi.org/10.5539/elt.v15n2p31.

Elumalai, Kesavan Vadakalur. 2019. «Teacher Constructed Corrective Feedback Enhancing Students Writing Skills in EFL Classroom». Advances in Language and Literary Studies 10 (5): 103–6. https://doi.org/10.7575/aiac.alls.v.10n.5p.103.

Ene, Estela, und Jia Yao. 2021. «How Does that Make You Feel: Students’ Affective Engagement with Feedback». LTRQ 25:66–83. https://doi.org/10.32038/ltrq.2021.25.04.

Farsani, Mohammad Amini, und Nahid Aghamohammadi. 2021. «Exploring Students’ Engagement with Peer-and Teacher Written Feedback in an EFL Writing Course: A Multiple Case Study of Iranian Graduate Learners». MEXTESOL Journal 45 (4): 1–17.

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