Chydenius & Gaisch(2014). The impact of cross-cultural differences on feedback behavior: a comparative study in a technological setting
Giving and receiving feedback is an essential part of a learning cycle for any learning organization in general, and its students in particular. As human communication is highly influenced by culture, the purpose of this study is to find out how and to which extent the socio-cultural socialization of the stakeholders at hand affects their patterns in feedback giving.
Data was collected from written feedback given in the form of informal performance evaluation that student groups from Universities of Applied Sciences of Laurea, Finland and Upper Austria gave to each other after pre-scheduled online presentations that were delivered to each other within traditional learning settings (Communication classes in Finland and General English classes in Austria). The open-ended feedback questionnaires were collected after two different online sessions in May and December 2013. The feedback was then assembled in a list of themes categorized by the activity or factor to be evaluated (work process, in-lass performance, content of the presentations and technology used to transmit them). In a second step a set of codes was developed. After repeatedly reading through the interview transcripts, three analytical frames emerged that were further assessed and analyzed through the mutually exclusive categories (see Berger 2011, pp 209 - 216) of positivity, neutrality or negativity of the feedback.
The content analysis suggests a number of relevant differences in the feedback given by the Finnish and Austrian students. These results support the ethnographic observations made by the lecturers and are also in line with findings in previous literature (Berry and al. 2010; Chhokar, Broadbeck and House, 2007; Salo-Lee 1998; House 2006). It appeared that the Finnish students were somehow reluctant towards providing personal feedback to their counterparts, being most careful to remain on a surface content level whereas the Austrians seemed to be more at ease and better able to give personal feedback while at the same time not shying away from offering largely low-context and even negative feedback, if applicable.
Keywords: Culture; Feedback, Online Performance, Technological Transmission
초록
피드백 주고받기는 특히 학생의 학습사이클의 중요한 요소임
인간의 의사소통은 문화의 영향을 크게 받으므로 피드백주기에서
현재 이해 관계자의 사회 문화적 사회화가 피드백 제공의 패턴에 어떤 영향을 미치는지 파악하고자 함.
데이터는 핀란드와 오스트리아의 대학생들이 발표 후 서로에게 informal performance evaluation 형태로 준 서면피드백에서 수집. 개방형 피드백 설문지 2회 실시.
피드백은 (1)작업프로세스, (2)수업중 수행, (3)발표내용, (4)전달을 위해 사용한 기술로 분류됨.
피드백 유형은 (1)긍정적 피드백, (2)중립적 피드백, (3)부정적 피드백의 3가지로 분류.
목차
1. introduction.
Feedback is based on human communication.
It seems very likely that giving and receiving feedback is influenced by the cultural identities and communication styles of the persons involved in the feedback process.
As internationalization of education is actively pursued at both universities(Finland and Austria), it seemed to be worthwhile to uncover how the presentations were perceived by the respective student group from the other nationality .
The present study reports on findings that identified the extent to which cultural socialization accounts for the focus,
content and style of feedback and on how cultural background affected the willingness to give feedback.
2. The impact of culture on feedback
1) Concept of feedback
피드백이란 개별 학생이 파트너팀에게 제공하는 비공식적인 평가이며, 주로 온라인 발표 수행과 관련 있고 피드백 giving에만 초점을 둠.
피드백에 대한 영향요인 (1) 피드배 설정(individual or collective, formal or informal),
(2) 피드백 과정(대면 or 매개, 우선 측면, 명시적 or 암시적),
(3) driving forces for the feedback(개인적 발달 or 조직적 발달, 긍정적 고양 or 부정적 정정),
(4) actor의 위계적 힘 차이
(5) 기타: 개방성 or 익명성, 구두 or 서면, 국가나 조직적 피드백 문화 등
기존에는 피드백 제공방식에만 초점두고 문화간 피드백 수행과 문화적 피드백양식에 대한 연구는 적음.
2) Culture as predictor of feedback style
문화는 의사소통 방식과 양식에 영향을 미치므로, 피드백이 어떻게 전달되는지에도 영향을 미치게 됨.
문화는 보다 넓은 차원에서 관용적이고 수행을 향상시킬 수 있는 도구로 관주될 필요 있음.
communicating feedback은 본질적으로 평가적이고 쉽게 기분을 상하게 할 수 있음.
정중한 형태로 모든 피드백을 다룰 필요가 있는데,
공손함은 자신이 속한 문화적 틀과 공손함의 기준에 따라 판단된다는 문제가 있음.
선행연구(Brown and Levinson 1978; Scollon and al. 2012)에 기반하여
공손함을 (1)positive, (2)negative and (3)indirect politeness로 구분함.
3) Cultural communication style
3. Research design
4. Discussion and limitations
5. Conclusions
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