This paper presents interim findings of research in a teacher education context within a higher education institution in Ireland. The research aims to unravel the use, impact and possibilities of Video Feedback in Higher Education towards a model of trust thus enhancing the student's teacher’s ability for self-reflection. The research examines the current feedback conceptualisations related to closing the ‘loop’ between teaching and learning and enhancing engagement by pre-service students teachers. 

Carless (2020) suggests that audio and video modalities, ‘enable the production of peer feedback, and are particularly useful in remote emergency teaching or in fully-fledged online learning’ (p.5). Handley, Price, and Millar (2011) suggest that learners frequently report frustration about the transferability of feedback to future work which can then lead to disengagement (p.893).

John Dewey (1916, 1938) suggested that knowledge emerges only from situations in which learners have to draw them out of meaningful experiences. From these meaningful experiences, feedback can be provided, accepted, taken up, interpreted (meaning-making) and utilized by the learner in preparation for another ‘loop’ (Tai et al, 2018). Feedback loops (Sadler, 1998) create opportunities for evaluative judgements (Tai et al., 2018) within the process thus is closing the loop. 

This research highlights the complexities of feedback and feedback literacy as barriers to dialogical communication and feedback. Borup, Graham, and Velasquez (2011) assert that complex and difficult communications are best suited to media-rich verbal and nonverbal cues. 

At the heart of the theoretical framework is the learner-teacher relationship, therefore any future design of an integrated dialogical model would have to ensure that the student is part of this process and that there are shared responsibilities (Winstone et al, 2017).

This research builds on a dialogical framework (Rami et al., 2016, Rami & Lorenzi, 2012; 2020) to re-examine the nature of teacher feedback, learning lessons from the use of audio and video feedback from Filius et al (2019); Espasa et al., 2019; Mahoney et al., 2019; Boud and Soler 2016. The overall study employs a multi-tool research convergence approach, using findings related to the dialogical framework research phase. Surveys and focus groups were used in this phase of the research, and a thematic analysis process was used to analyse the current data. Overarching themes were drawn from literature analysis and helped form the basis of the analytical framework.

The research suggests that by creating the conditions towards the design of a sustainable model in which dialogical feedback/forward can develop, the function of feedback can be mutually understood and utilised (Ajjawi and Boud 2017; Esterhazy and Damşa 2017). Carless (2020) suggests that audio and video modalities, ‘enable the production of peer feedback, and are particularly useful in remote emergency teaching or fully-fledged online learning’ (p.5). Opening and closing these ‘feedback loops’ (Sadler, 1998) creates opportunities for the evaluative judgements (Tai et al, 2018) within the feedback process in order to use the information for future work both at a generic and content-specific level, this is closing the loop. The implications of these interim findings look firstly to the learner embarking on a professional teacher education programme where the development of professional competence is at the heart of their future career. With the increase in the use of virtual lectures, tutorials and feedback in teacher education in Europe and internationally, the next phase of the research will focus on the impact, benefits and barriers to recorded or live feedback using video as part of the dialogical process for students teachers.

Ajjawi, R. & Boud, D. (2017) Researching feedback dialogue: an interactional analysis approach, Assessment & Evaluation in Higher Education, 42:2, 252-265, DOI: 10.1080/02602938.2015.1102863 Boud, D., & Soler, R. (2016) Sustainable assessment revisited, Assessment & Evaluation in Higher Education, 41:3, 400-413, DOI: 10.1080/02602938.2015.1018133 Carless, D. (2020) From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education. doi:10.1177/1469787420945845 Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan. Dewey, J. (1938). Experience & Education. New York, NY: Kappa Delta Pi. ISBN 978-0- 684-83828-1 Esterhazy, R., & Damşa, C. (2019) Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments, Studies in Higher Education, 44:2,260-274, DOI: 10.1080/03075079.2017.1359249 Mahoney, P., Macfarlane, S., & Ajjawi, R.(2019) A qualitative synthesis of video feedback in higher education, Teaching in Higher Education, 24:2, 157-179, DOI: 10.1080/13562517.2018.1471457 Price, M., Handley, K., & Millar, J. (2011) Feedback: focusing attention on engagement, Studies in Higher Education, 36:8, 879 896, DOI: 10.1080/03075079.2010.483513 Rami, J, & Lorenzi, F. (2020). Pedagogical dialogue and feedforward with large classes in a teacher education programme in Ireland. Zenodo. http://doi.org/10.5281/zenodo.3859958 Rami J., Lalor J., Lorenzi F. (2015) 'Developing professional teacher competence through assessment: Constructivist and reflective practice in teacher-training. Egitim Arastirmalari - Eurasian Journal of Educational Research, 15 (58):45-66. Sadler D.R. (1998) Formative assessment: Revisiting the territory, Assessment in Education, 5(1) 77-84 Tai, J., Ajjawi, R., Boud, D. et al. Developing evaluative judgement: enabling students to make decisions about the quality of work. High Educ 76, 467–481 (2018). https://doi.org/10.1007/s10734-017-0220-3 Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37. Filius, RM., de Kleijn, R., Sabine, UG., Prins, F., van Rijen, Grobbee, D. (2019) Audio peer feedback to promote deep learning in online education, The Journal of Computer Assiisted Learning, DOI: 10.1111/jcal.12363 Price, M., Handley, K., & Millar, J. (2011) Feedback: focusing attention on engagement, Studies in Higher Education, 36:8, 879 896, DOI: 10.1080/03075079.2010.483513 Rami, J, & Lorenzi, F. (2020). Pedagogical dialogue and feedforward with large classes in a teacher education programme in Ireland. Zenodo. http://doi.org/10.5281/zenodo.3859958 Winstone, N., Nash., R., Parker, M., & Rowntree, J. (2017). Supporting learners’ engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.