Designing relational feedback: a rapid review and qualitative synthesis

Abstract

Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of feedback and promote positive learning dispositions. However, little attention has been paid to suggesting how instructors in higher educational institutions can facilitate relational feedback. In response, we conducted a rapid literature review with a particular focus on the creation of feedback content. In total, 17 peer-reviewed publications on relational feedback are included. Based on a qualitative analysis of these papers, we developed a framework of 12 characteristics for offering relational feedback. These 12 characteristics were further categorised into four types of feedback conductive to a relational process, including (i) clarifying performance, (ii) suggesting improvement, (iii) inviting further communication, and (iv) evoking positive emotions. We examined how each of these characteristics supports the relational aspects of feedback. Based on the qualitative analysis results, we offered practical recommendations for instructors to apply relational feedback in their pedagogical practices.