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|Title:||Investigating the Nature of Learners’ Feedback Seeking Actions and its Role in the Development of Representational Competence|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Swamy, N. & Dasgupta, C. (2021). Investigating the Nature of Learners’ Feedback Seeking Actions and its Role in the Development of Representational Competence. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 661-664). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Feedback seeking actions are learner initiated dialogic actions aimed at attaining learning goals during an instructional activity. Nature of these actions are complex during representational problem solving as learners have to use or generate multiple representations for the purpose of seeking feedback. Our focus contrasts with the predominant approaches to develop learners’ feedback and representational competences as they are unsustainable and undermine the need to develop learners’ agency alongside those competences. Currently the question of under what conditions do individuals proactively seek feedback or when and how such actions contribute to specific learning is being investigated primarily in organizational studies. Therefore drawing from these studies, we adapt a well-established cost-value framework of feedback seeking by aligning it with the cultural historical activity theory. We then use this framework to examine how instructional conditions influence learners’ feedback seeking actions and the role of such actions in developing their representational competence.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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