Theoretical And Practical Research On Dialogic Peer Feedback Strategies To Promote College Students' Deeper Learning

The lack of high-quality peer interaction in traditional higher education is not conducive to college students' deeper learning.Collaborative learning based on dialogic peer feedback is an important way to stimulate students' higher-order thinking and deepen learning engagement,which has good applicability for alleviating the current situation of college teaching interaction and promoting college students' deeper learning.To find the dialogic peer feedback strategies that can better promote students' deeper learning,the study constructed a theoretical framework of the influence of dialogic peer feedback strategies on deeper learning based on important theories such as the presage-process-product model,the interactive mechanism of feedback intervention promoting deeper learning,and the deeper learning circle.Under the guidance of this framework,the study explored the specific influence process and effect of dialogic peer feedback strategies based on different interactive forms and technologies on college students' deeper learning.The research content mainly includes the following three sub-studies:(1)In sub-study 1,an experiment of one-group pretest-posttest design was conducted in the course of Modern Educational Technology with 94 junior undergraduates who were divided into 19 groups,to explore the influence process and effect of dialogic peer feedback within group based on basic online discussions on college students' deeper learning.In the first 3 weeks of the experiment,there were only lectures with no discussion activities,while in the last 5 weeks,dialogic peer feedback activities based on basic online discussions were implemented.(2)In sub-study 2,an experiment of one-group pretest-posttest design was conducted in the course of Modern Educational Technology with 57 sophomore undergraduates,to explore the influence process and effect of dialogic peer feedback in class based on enhanced online discussions(with different kinds of visualization of interactive interface)on college students' deeper learning.In the first 6 weeks of the experiment,electronic questionnaires were used to collect students' questions after thegroup presentation,and then the teacher or the group members gave the face-to-face responses.In the last 6 weeks of the experiment,peer questioning and responding through enhanced online discussions was implemented instead of questioning through electronic questionnaires.Besides,three kinds of visualization of interactive interface were successively used with each kind lasting for two weeks.(3)In sub-study 3,a case study as well as the one-group pretest-posttest design were conducted in the course of Internet and Distance Education with 11 junior undergraduates who were divided into 3 groups,to explore the influence process and effect of the double dialogic peer feedback based on basic online discussions in class and visually enhanced online discussions within group on college students' deeper learning.8 weeks of dialogic peer feedback activities were designed,including peer questioning and responding in class based on basic online discussions,group problem solving based on visually enhanced online discussions,as well as group presentation and communication between the teacher and students.During this learning process,students could receive double feedback from peers,with switching back and forth between dialogic peer feedback activities in class and group.Through the above three sub-studies,the following main results were found:(1)Dialogic peer feedback within group based on basic online discussions significantly promoted students' learning approaches from surface learning to strategic learning and deeper learning,and the more actively students participated in dialogic peer feedback the deeper their learning approaches would be,especially for surface learners,while deep learners may get a negative effect.Meanwhile,this strategy significantly promoted students' cognitive level from unistructural or lowmultistructural to middle-or high-multistructural,but the relational or extended abstract level was not yet be stimulated.Although participated more actively in dialogic peer feedback,deep learners' cognitive level was not better than that of surface learners at all,while they played an important role in driving surface learners to participate more in interaction and deepening their learning approaches.(2)Dialogic peer feedback in class based on enhanced online discussions significantly weakened students' surface learning approaches,while the promotioneffect on deeper learning approaches was not significant.Questioning in initiate and response discourse moves as well as answering,suggesting and questioning in feedback discourse moves,were more conducive to deepening students' learning approaches than suggesting in initiate discourse moves as well as answering and suggestioning in response discourse moves.Meanwhile,this strategy significantly promoted students' cognitive level from surface thinking to deep thinking,and appropriate visualized interaction was beneficial to promote students' thinking to higher levels as well as their dialogic peer feedback to further rounds.(3)Double dialogic peer feedback based on basic online discussions in class and visually enhanced online discussions within group not only avoided the degeneration of deep learners' learning approaches,but also significantly promoted surface learners' learning approaches to deep level.Besides,dialogic peer feedback in group collaboration was conducive to improve the cognitive level of students' answering in response discourse moves in class discussions,which influenced students' learning approaches.In the process of group collaboration,three dialogic peer feedback modes(problem-oriented,literature-oriented,and task-oriented)were found,whose impact on the cognitive level of group collaboration was successively weakened.And the deep group collaboration does not guarantee the individual's deeper learning,as students' deeper learning mechanisms was more triggered by the dialogic peer feedback intervention in class,but the improvement of students' motivation and beliefs was the most important mechanism to promote their deeper learning.Finally,the research added the process and results of each strategy's influence on students' deeper learning into the preliminary theoretical framework,so as to improve the relevant rules of dialogic peer feedback strategies to promote college students' deeper learning;in addition,the research also put forward a few points of dialogic peer feedback strategy design and implementation that can promote college students' deeper learning,from 7 aspects of design standards and curriculum,pre-evaluation,creating a positive peer learning culture,preparing and activating prior knowledge,acquiring new knowledge,deep knowledge processing,and evaluating students' learning.These will provide some reference and operational guidance for collegeteachers on how to better design and implement students' deeper learning activities based on dialogic peer feedback strategies in blended teaching environment.The innovation of this research mainly includes the following two aspects:(1)The research perspective of strategies for promoting students' deeper learning was focused on dialogic peer feedback,and the effect of students' deeper learning promotion was assessed closely combined with the micro-analysis of specific behaviors of dialogic peer feedback.Through the theoretical and practical exploration,the theoretical framework of the influence of dialogic peer feedback strategies on deeper learning has been constructed and enriched,which helps to understand the influence process of dialogic peer feedback on students' deeper learning from a more systematic perspective,and provides theoretical reference for others to carry out follow-up researches.(2)Different design of dialogic peer feedback activities to promote college students' deeper learning was tested in the blended teaching context,which provides practical cases for college teachers to refer when carrying out deeper learning activities based on dialogic peer feedback,as well as some specific suggestions for the optimization of teaching design and implementation.