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Cognitivism and Constructivism Support Learner Involvement in the Feedback Process (Nadiah)

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Cognitivism and Constructivism Support Learner Involvement in the Feedback Process (Nadiah)

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Cognitivist - Learners process the input/feedback differently. It is important to understand what affects how the learner would understand/engage with the feedback and take the follow-up action.

Constructivist - Learners/Educators construct meaning together through active involvement in the feedback process and in different contexts.
1. Teacher-student feedback
2. Peer-peer feedback
3. Self feedback

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Feedback - based on socio-constructivism

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Feedback - based on socio-constructivism

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Learning from expert others to improve the work. Based on feedback, they build on their current knowledge to further construct new knowledge or deepen knowledge.

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Feedback allows students to improve their work to help them move up towards the desired level.

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For cognitivism, feedback can be directed at the learning to learn process, such that learners can develop themselves as self-regulated learners.

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Feedback seems to fit into the these learning theories as it helps students to make sense of the information and how they can improve. Having a teacher or peers help allows meaning to be made together. - Nasuha

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Feedback helps learners to know whether they are on the right track, and to make connections to other situations

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Based on the cognitive learning theories, it is important for students to know what they know and it is used to make connections between what they know. Hence, their prior knowledge and schema should be consistent and correct. Otherwise, what they are making sense later will be built on a misconception. Hence, it is important to give them the feedback to acknowledge what they know is correct or what they know may not be correct.
Wu Jiang

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Feedback to help learners bridge the gap between their current understanding and the desired level of understanding.

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Feedback help students to self-regulate and self-monitor their progress.
It helps in individual sense-making, after receiving feedback, students need to make sense of their feedback based on their own prior knowledge. When students give feedback, it is also built on their prior knowledge and students learn new materials.

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When feedback is given to the learner, the learner make sense of the feedback given and that helps to construct his/her understanding.

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As part of the constructivist learning theory, students can construct meaning from the feedback given by teachers. This would be in the form of individual sense-making too.

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Constructivism - Students are active participants in their learning. Students can use this information to improve. Zafirah

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Behaviourist - if clear n actionable, then the feedback helps to refine a performance. (mabel)

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Cognitivists need to find meaning in their learning.

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Cognitivists need to find meaning in their learning.

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Hence providing feedback allows students to understand better what they are learning and also for them to clarify any doubts that they may have.

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Feedback allows learners to make sense and connect to what they may have misinterpreted. For instance, in a writing task, student may have missed out some details. Upon feedback, student could identify the gaps and fine tune writing task.
Chu Wei

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Feedback helps the learner to continually evaluate his or her own performance (cognitive) and understand what concrete steps to take towards a better performance (constructivist) - Lester

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constructivism - feedback specific depending on the context and the performance from peers or knowledgeable others or through own reflection

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Feedback helps with students making sense of the information and can correct misconceptions (rather than a behaviourist approach that focuses on the answer rather than the process). Feedback from others also helps jointly construct meaning. -renuka

Edit: even in behaviourist approaches, feedback is impt to achieve desired performance.
Perhaps the issue then is about the kind of feedback and the nature of the learner's involvement