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How feedback is understood and enacted has shifted from the traditional practice of providing individual feedback on summative tasks at key points, to a more ongoing series of dialogues between the teacher and students during the teaching period. This paper reports on the experiences of designing Faster Feedback through weekly dialogical feedback loops to enhance students’ personal connection to their learning while providing teachers with faster, actionable feedback data to inform learning design. A pragmatic inquiry considered how benefits might potentially be amplified through the use of digital technologies. Data included student reflections collected via the GoingOK web application, interviews and focus groups. The findings identify and theorise four types of digitally mediated feedback loops: (1) students in computer-mediated dialogue with themselves; (2) students and teachers in dialogue with each other; and (3) the reflection on how feedback informed learning, and (4) the socio-technical dialogue informing ongoing technical design. Three design dilemmas that were experienced by teachers as they enacted digitally mediated dialogic feedback loops are articulated, alongside the principles that enabled responsive design. Understanding these design elements is fundamental if automation of some parts of the feedback loop through reflective writing analytics is to be considered both feasible and desirable.

Towards faster feedback in higher education through digitally mediated dialogic loops