Foster students' emotional resilience and educators' feedback literacy, and use dialogic, technology-enhanced feedback processes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that emotional responses and feedback design shape uptake, the article recommends that "enhancing educators’ feedback literacy and fostering students’ emotional resilience may be crucial for effective feedback processes". Educators need skills to craft feedback students can clearly understand and apply, while students with high emotional resilience are less likely to experience adverse reactions and more likely to seek clarification rather than dismiss feedback. The article adds that the dialogic process "can potentially be facilitated by technology-enhanced feedback tools, such as learning analytics (LA) tools".

Design Implications¶

Context¶

Requirements¶

• Educators equipped with feedback principles and practices; support for students' dispositions to manage feedback affect.

Constraints¶

• The recommendation is the authors' interpretation of survey and thematic findings, not a tested intervention.

Target Learners¶

• higher education students
• educators in higher education

Target Learning Goals¶

• managing emotional responses to critical feedback
• translating feedback into concrete actions

Affordances¶

• Triangular Framework Dialogic Feedback

Related Strategies¶

Examples¶

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Key Sources¶

• Flora Ji-Yoon Jin, Lixiang Yan, Roberto Martinez-Maldonado, Dragan Gašević, Philip Wing Keung Chan, Yi-Shan Tsai. (2025). Latent classes of self-reported feedback experiences: exploring students’ challenges, motivations, and action-taking behaviours in feedback processes. Instructional Science. https://doi.org/10.1007/s11251-025-09744-5