Understanding the relationships and roles Feedback, Social Media and Web 2.0 technologies have within the framework of dance education in higher education.
Introduction
The growth of the internet and social media has been rapid in recent years. This increase in internet access has had a direct influence on the number of social media users with over 3 billion users worldwide, a rise of 13% year-on-year. (Chaffey (2018)) Social Media is defined as “a group of internet-based applications that build on the ideological and technical foundations of Web 2.0, and that allow the creation and exchange of user generated content” (Kaplan and Haenlein, 2010, p. 61 cited in Haenlein, 2015) Coinciding with the rise of social media users, it is reported that young people are spending up to 9 hours a day on social media (Asano, 2017). This extended use of social media is resulting in young people using it as their main source of information. According to the BBC (2016) Social Media is now 18-24 year olds main source of news, “Of the 18-to-24-year-olds surveyed, 28% cited social media as their main news source, compared with 24% for TV.”
The phenomena of social media has resulted in social media being introduced as an educational tool in higher education. With social media being so prevalent in young people’s everyday life I believe it is vital the dance industry look into ways to incorporate social media and web 2.0 into dance pedagogy. Tarantino, McDonough & Hua (2013) found students who are encouraged by their educators to engage with technology and social media show an increase in academic engagement. The use of multimedia technology in dance is not a new phenomena, from Dance Film to Merce Cunningham using Lifeforms to online classes, however dance education can be seen as late to have adopted technology’s applications. Dania, Hatziharistos, Koutsouba & Tyrovola (2011).
My own observations when teaching highlighted that as social media usage has increased there has also been an increase in the need for instant results with students in the classroom. Uses and Gratifications theory states that “individuals will seek out media among competitors that fulfills their needs and leads to ultimate gratifications” (Lariscy et al. , 2011 cited in Tanta, Mihovilović & Sablić (2014) p. 363) This led me to think about students response to feedback and the importance of feedback and how social media could play a role. John Hattie (2008) and David Boud and Elizabeth Molloy (2013) found that feedback had more impact on student results than any other teaching strategy and students must be actively involved for feedback to have the desired effect (improve learning). With feedback playing such an important role in student learning and social media being a huge communication tool for students, I began to think about whether there was a relationship between the two. In this inquiry, I hoped to expand my knowledge further into the relationships and roles that social media, feedback and web 2.0 have within dance education. I have looked at current literature and the way teachers currently user don’t use social media, feedback and web 2.0 in their teaching and how their own experiences have dictated this. To expand this further I questioned students on their use of social media and experiences of feedback.
Exploring these ideas and relationships has influenced my own teaching methods. In this current climate where social media plays huge roles in peoples lives and the plethora of research that highlights social media and web 2.0 technologies having such an impact on student engagement and learning, I felt it was important my teaching reflected these current trends. I want my students to learn in the best way possible and for them to be engaged in the whole process. Through undertaking this inquiry, I have seen teachers state they place importance on ‘good’ constructive feedback and see the need to incorporate social media and web 2.0 technologies into the classroom but struggle with how to incorporate social media into a practical dance class in an innovative way.
Literature review
The importance and value of feedback in students learning has been widely researched. The current themes in literature highlight the important role feedback plays in both student engagement and student learning. The overall consensus is that constructive feedback that is delivered well motivates a student, helps a student to improve and engages them in their learning.
“Feedback has the capacity to turn each item of assessed work into an instrument for the further development of each student’s learning” (Hyland, 2000; p. 234).
In 2008, John Hattie published “Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement”. In this large scale study Hattie reviewed over 800 meta-analyses and 50,000 smaller scale studies, which involved more than 80 million pupils. In this study Hattie researched effective methods of improving learning. Hattie concluded that feedback had more impact on student results than any other teaching strategy (Hattie (2008)). Many of Hattie’s ideas are reinforced further in his study with Helen Timperley. Their article “The Power of Feedback” (2007) analysed the effectiveness of feedback and stated “some types of feedback are more powerful than others.” p. 83. Hattie’s and Timperley’s research clearly highlights the importance of feedback in the students learning. David Boud and Elizabeth Molloy (2013) analyse feedback in their book, “Feedback in Higher and Professional Education: Understanding it and Doing it Well.” The book discusses what is meant by the term feedback and its role. They also explore the students role in feedback and how they must be actively involved for feedback to have the desired effect (improve learning). Boud & Molloy (2013) also looked into students responses, in regards to their emotional connection to the feedback, “Students believe feedback, however they define it, is done badly and criticise teachers and institutions for this.” p. 3.
Sackstein (2017) really highlighted the importance and benefits of Peer Feedback in his book, “Peer Feedback in the Classroom: Empowering Students to Be the Experts’. Sackstein (2017) states, “I’ve learned that student-to-student feedback is often received more positively than teacher-to-student feedback.” (p.3-4) He argues that education places the importance on the teacher and forgets there is the potential to have many experts in the room (students). He follows on by saying peer feedback gives students greater independence as it gives them the opportunity to control their learning. Demirbilek (2015) p. 211 – 224 researched social media and peer feedback. He concluded that the study did highlight the potential benefits of using Wiki and Facebook for peer feedback. Some of these benefits included improving student critical thinking, how quick it is to exchange ideas/work and feedback. Demirbilek (2015) also highlighted potential barriers in using social media for peer feedback, “Results reveal that students sometimes feel uncomfortable to give or receive negative feedback.” p 221.
Tarantino, McDonough & Hua (2013, p.2) state that through the engagement with social media “students develop connections with peers, establish a virtual community of learners and ultimately increase their overall learning” Therefore students who are encouraged by their educators to engage with technology show an increase in academic engagement. This study highlights that, if used well, social media can have a positive effect on students learning. This is further confirmed by Dyson et al. (2015) and Heaslip, Donovan, and Cullen (2014) who also concluded that social media can be used as an educational tool to aid students learning process. Kolokytha, Loutrouki, Valsamidis & Florou (2015) p. 287 – 295, found that social media is mostly used by students to socialise and communicate with friends and family. They also stated,
“By the suitable infrastructure and appropriate tools SMNs (Social Media Networks) can be used as learning tools, which will open the knowledge horizon of students in various issues. Also they will offer platforms for discussion and comments beyond the classroom.” Kolokytha et al. (2015) p.294
Kolokytha et al. (2015) p. 294 found that, with the suitable guidance of a teacher, Social Media can have positive impacts on student engagement and learning. However it does offer distractions through messages, notifications and comments meaning the students are never completely focused. Ana Maria De La Cruz (2017) looks at the negatives of Social Media and states that some of the negative effects of social media on students include “It Wastes Time”, “It Causes Distraction”, “It Causes Social Problems” Cruz goes on to explain that social media has created social problems in society as many students communicate online rather than having a real time conversation.
Roblyer, McDaniel, Webb, Herman & Witty (2010) p. 134 – 140 looked into the use of Facebook in Higher Education. They focused on comparing the student and college faculty’s use and perceptions of Social Media Networks. They found students saw the potential of using Facebook in learning more than their teachers and mentors. They concluded that unless the faculty changes their views and perceptions of Social Media Networks as additional opportunities for education then Social Media,
“…may become yet another technology that had great potential for improving the higher education experience but failed to be adopted enough to have any real impact.” Roblyer et al. (2010) p.138
This idea of teachers reluctantly opening up their teaching methods to include Social Media and Web 2.0 technologies is further highlighted by Selwyn (2012). Selwyn (2012) states,
“tensions remain between those who believe that social media can be used to strengthen and improve the higher education institution in its current form, and those who believe that social media exists to disrupt (and ultimately replace) the university altogether.”
Uses and Gratification theory can begin to explain why people use social media and the gratifications they receive from it. Aine Dunne, Margaret-Anne Lawlor & Jennifer Rowley (2010) researched this idea further in their study, “Young people’s use of online social networking sites – a uses and gratifications perspective” They concluded their findings by stating gratifications were obtained through the “portrayal of one’s ideal image, peer acceptance, relationship maintenance, safety from embarrassment and rejection, and finally, engagement in playground politics.” Dunne et all. (2010, p.54) This coincides with Burrow & Rainone’s (2017) research on positive social media feedback and self esteem. They concluded there was a relationship between the ‘likes’ and a persons self esteem, with the greater number of likes resulting in greater self esteem. They state,
“This pattern of results corroborates and extends precepts of sociometer theory insofar that individuals' self-esteem was responsive to evidence of one's value to others, even in virtual environments.” p. 235
The current literature around my inquiry subject shows there is a recurring theme that social media, web 2.0 technologies and feedback have the ability to aid learning and increase student engagement. However, there is little research on the use of social media as an educational tool in dance education. There is also very little research on using social media to give feedback to students. My inquiry has looked into understanding the roles and relationships in Social Media, Web 2.0 technologies and feedback within dance education. I have analysed my own research with current literature to find themes in both teachers and students opinions to better understand the relationship between social media, web 2.0 and feedback.
Inquiry Process
The method I used in this inquiry process was a mix of Ethnography and Narrative research. I chose Narrative research as it allows the experiences of the individuals and the common patterns of values, behaviours and beliefs of the participants to guide the research and findings. I have collected my data through student observations, student questionnaires and teacher interviews. I also looked at current literature to re-enforce the themes that were highlighted through my research.
Narrative research allowed me, through open/semi-structured interviews, to develop a narrative inquiry building on teacher’s experiences and opinions around social media, web 2.0 technologies and feedback. Marcela & Silk (2011) p.4 states in qualitative research
“It is openly acknowledged that the researchers’s background and situation influence the research process and shape the research results.”
The teachers interviewed all teach dance at vocational schools or universities. I chose them as they all worked in higher education and felt their views and opinions would be closely relate to the field of study, however they all have different backgrounds and experiences within training and education. The teachers chosen are also varied in age. This resulted in social media and web 2.0 technologies having a different social and cultural value during their own dance training. The three teachers that were interviewed are as follows:
Charlie Walker*** – Is currently Head of Jazz/Commercial at a vocational dance college.
Alex Smyth*** – Teaches movement to drama students at an English University and contemporary dance at a vocational dance college.
Jamie WIlliams*** – Manages a dance conservatoire based in England.
I chose an open/semi-structured interview style to allow myself to carry out in-depth interviews. The open/semi-structured interview style allowed me to create a dual dialogue where I, as the researcher, was “an active participant in the interview situation and could ’probe’ further information or discuss issues that arise during the interview situation” Markula & Silk (2011) p. 85. Bell (2014) also states “One major advantage of the interview is its adaptability. A skilful interviewer can follow up ideas, probe responses and investigate motives and feelings, which the questionnaire can never do.” (Kindle Locations 3621-3623)
I focused on a few general areas within my interviews; the areas I focused on were as follows:
Feedback (Teacher): The teachers opinions on the role of feedback and their experiences and opinions on how they use feedback in learning.
Feedback (Students): The teachers observations of students relationship with feedback and peer feedback.
Social Media & Web 2.0 technologies as Educational tool: Teachers experiences with Social Media as an educational tool and their observations on the role of social media in learning and feedback.
This informal style and semi-structured interviews meant questions and discussions were left open so the interviewees were free to explore and discuss their own ideas within the framework of the three topics listed above. This gave the interviewees the flexibility to ‘deviate from the script’ (Newby, 2014, p.341) allowing them to fully express their opinions and ideas freely. The interviews were all carried out individually which allowed the interviewees to not be influenced by my own and others ideas and opinions on the subject matter. I believe this method worked well as it made the interviewees more open and honest with their responses. As is the nature of open/semi-structured interviews they often strayed into discussions on ideas, concepts and belief’s that I had not originally considered. This opened up my inquiry to further research and questions. This was further reiterated with student questionnaires, where many of the responses opened up new ideas within my inquiry.
Alongside interviewing teachers I questioned and observed students, this was done through a questionnaire and non obstructive observation. The questionnaire included 25 questions around the topics of social media and feedback. I chose to make the questionnaire online as O’Neill (2004) cited in Katsirikou & Skiadas (2009) p. 293 states, “online questionnaires obtain a higher number of responses than paper based questions.” An online questionnaire also seemed fitting with the inquiry subject area. The questionnaire was open for all students (aged between 18 and 24) at a vocational dance institution to complete. This was to allow fairness and minimise the risk of perceived favouritism amongst the students. I then randomly selected three students questionnaires to analyse in more detail; the three students randomly selected were Ashley Baker*, Jessie Miller* and Jordan Jones*. I chose the method of a questionnaire to gain insight into students opinions and views as it was more ethically viable than interviews due to their age range. The questionnaire comprised of questions that were both closed and open. It was the open questions that were of the most value and in keeping with narrative qualitative research. The closed questions were multiple choice answer questions to gain a better understanding of the student answering the questionnaire. To encourage honest and open answers the questionnaire was completely anonymous and students were briefed of the inquiry and anonymity before they completed the questionnaire. The questionnaire was mostly successful in gaining an insight into how students feel about feedback and the different importance they put on teacher feedback, peer feedback and feedback/comments on social media. I believe the anonymity of the questionnaire encouraged the students to be more honest and insightful with their answers. Although the questionnaire was mostly successful, there were some hurdles in regards to the students giving detailed answers to certain questions. I realised I need to possibly re-word questions or be clearer with what I was asking.
The use of Ethnography research through unobtrusive observation allowed me to observe students in their learning environment to see if they do what they say they do, therefore creating a more in-depth understanding. Fetterman (2010) p.2 states, “the ethnographer is interested in understanding and describing a social and cultural scene from the mic, or insider’s, perspective.” I chose unobtrusive observation as I felt it was important for the students to be unaware they were being observed so they did not adapt or change their behaviour. All students that completed a questionnaire and provided a consent form were observed. This was to prevent perceived favouritism and avoid students being aware they were being observed. These observations allowed me to analyse this data with the questionnaire data. This analysis re-enforced themes that occurred through the student questionnaires and teacher interviews. Observations occurred during lessons (in the dance studio or classroom) and outside of lessons (break times). Students were observed around the times of giving and receiving feedback and during both practical and lecture based lessons. This worked well as it clarified themes that arose from the questionnaires as well as giving me invaluable first hand experience with seeing students’ reactions to social media, web 2.0 technologies and feedback. However, it was difficult to observe the students outside of the classroom; it was also impossible monitor their use of social media and web 2.0 technologies outside of the classroom. Therefore most of the observations happened within classroom time.
The methods I chose throughout this inquiry allowed to me find clear themes that were also highlighted through my current literature research. The methods were successful in getting the data I needed to proceed with a clear analysis. Each method had different values for my inquiry; the interviews gave me teacher perspectives which I could compare to my own experiences and opinions, questionnaires gave an insight into some of the feelings and thoughts of students around social media and feedback, observations allowed me to check students did what they said they did. Observations allowed me to gain insight into the students natural behaviours around the social media, web 2.0 technologies and feedback and not just discuss opinions from past experiences, although it is worth noting that many students’ behaviour during the observations may have been guided by their past experiences. Interestingly some of the methods I chose created further questions and opened new avenues for research, this only broadened and strengthened the inquiry. Most importantly these methods along with the analysis have allowed me to improve my teaching methods and pedagogy.
Analysis
Through the analysis of the field data combined with reading of current literature it was clear many themes had formed. All teachers interviewed and students that completed the questionnaires stated that they preferred feedback that was given verbally. With many participants stating they felt verbal feedback allowed there to be a dual dialogue between teacher and student. There was a clear sense amongst teachers and students that verbal feedback allowed the students to be an active participant in their feedback. However, it is worth noting that all the teachers stated verbal feedback was only of value if it was constructive and was communicated well. Teacher Charlie Walker* felt their was a strong importance on the language used when delivering feedback for it to be effective. Teacher Alex Smyth* also stated that the way you “phrased things” played a part in effective feedback. Both Smyth* and Walker* believed verbal feedback not only opened a dialogue with the students it also allowed feedback to be more detailed and thorough. Smyth* stated,
“I prefer giving verbal feedback to written. I just think you can feed off of them [students] and explain things better. I think sometimes things can get lost in translation in writing….You see their responses and ask their perspectives on what they want to get feedback on and what they feel they are struggling with.”
This is highlighted through Blair & McGinty’s (2013) research. They found that students really valued dialogue with their teachers/lecturers and it was through discussion and dialogue with their teachers/lecturers that students felt most engaged with their feedback. Student Jordan Jones* clarifies this further by stating, “I like having feedback face to face so I can get all the detail from the person and ask questions afterwards.”
Whilst analysing the data on verbal feedback, a link between verbal feedback and teachers caring about the students improving could be seen. Student Miller* stated, “It [verbal feedback] shows that they [teachers] care and gives you something to improve and work towards.” Symth* reflected on her own experiences as a student and felt too much importance was put on grades when she was training and that often feedback was too generic,
“I always preferred speaking to someone…sometimes when I was training written feedback was quite generic at times. You got the sense they [teachers] were trying to get through the written feedback…when you talk to someone you lose the focus on marks. You feel they are really acknowledging how you are working and it is not measured by a number…The feedback helps you [student] to think broader and beyond the mark through conversation.”
This really strengthens the theme of verbal feedback having the potential to have a positive impact on students learning and engagement in dance. I believe this is partially down to the subject of dance. Most formative feedback occurs in the dance class as students are dancing or after they have danced. Offering verbal feedback whilst students are moving and processing movement can help them make improvements during the class. Student Ashley Baker* stated, “I prefer face to face feedback as I can deal with questions I have with immediate effect, also they can show me physically where I’m going wrong.” This was really clear through observations I made of the students. Whilst giving verbal feedback to the students during a Contemporary class, there was conscious effort by most students to immediately try to embody the feedback. I would often get asked to further explain the feedback or they would practice the movements at side of the studio to physicalise the feedback given.
All the teacher participants stated they would find it hard to incorporate social media into their feedback process. This was mostly as they did not see a way they could deliver verbal feedback effectively through social media. Williams* could not see themselves ever using social media as a method for feedback as they felt it was informal and made feedback less personal. They felt students would not respect it as much as they would face to face. Walker* and Smyth*, although they also felt social media was an informal environment to give students feedback, stated they would use social media to deliver feedback but only through private apps like Facebook Messenger and WhatsApp. Student participant Jones* also stated they would not mind receiving feedback through social media but only through “Facebook Messenger or WhatsApp” However with this in mind Teacher Smyth* said she did “not see the point” of using private social media or web 2.0 technology sites when you could use formal settings like email or written documents.
Teacher Walker* could not see a way feedback could be delivered through social media in a practical dance class and could only see it being used outside of class time. This combined with the students responses to the questionnaires where they stated that their preferred choice of feedback was feedback that happened during class. It could be suggested that social media and web 2.0 technologies does not have a place in formative feedback that happens in the dance studio (practical dance class). The field research has overwhelmingly shown that verbal formative feedback that happens during the dance class is the preferred choice and currently social media and web 2.0 technologies does not offer an app, programme or facility that would allow feedback to be delivered this way. I think it is safe to say in the context of a practical dance class, where verbal formative feedback is given during and after dance exercises, social media and web 2.0 technologies would only inhibit the fast nature of this type of verbal formative feedback. Reflecting on my own professional practice, formative verbal feedback often provides corrections that relate to safe practice and minimise injury. If using social media and web 2.0 technologies in replacement of formative verbal feedback (in practical dance classes) results in the feedback becoming less immediate it could increase the students risk of injury, therefore making it less effective than verbal feedback.
These findings are contradicted by Ferguson (2009) who found that students overwhelmingly preferred feedback that was delivered through a ‘written summary’ as well as ‘brief written comments throughout’. With Ferguson’s (2009) research occurring nearly 10 years ago, it can be argued that this change has been influenced by social media and web 2.0 technologies creating a greater need for instant gratification in people. Both teacher’s Walker* and Williams* agreed that the need for instant gratification had grown/developed since their training. Williams* had lessons at university in how to use the internet as it was only just becoming easily accessible and social media barely existed when they were training as a dancer. They believed their generation had to work hard to find information as it was not so ready available. Teacher Walker* agreed (even though social media was bigger during their dance training) and stated,
“We were happy when I was training to get things wrong for an entire lesson and keeping working on it. Maybe by the end of term we’d nailed it. Now I find I struggle with students wanting instant gratification. By the time they see it, they want to get it right and the problem with that is it is nearly impossible if something is brand new [to them].”
Through observations made during the research period along side previous professional experience, I would have to agree with the need for instant gratification in students. My observations highlighted students getting frustrated and at times defeated if they did not get movements, exercises or new techniques straight away. These reactions did not surprise me as I have seen an increase in this type of reaction during my teaching career. This idea that dance students require instant gratification is further discussed by Meredith Pennington (2017) in her blog post “TRAINING STRONG DANCERS IN THE AGE OF INSTANT GRATIFICATION”. Pennington (2017) discusses how dance students no longer have the work ethic and attention span to work on the fundamentals. She states,
“I am amazed at how many students I come in contact with or see perform that cannot execute a simple rib isolation, yet they want to learn advanced contemporary movements.” Pennington (2017)
Although I disagree with her about dance students not having a strong work ethic. There is a strong case that society and culture has changed for students in the 21st Century. Taking this into account, it can be perceived that there is some correlation between the surge of social media/web 2.0 technologies and students response to feedback.
With that in mind, the field research opened up some interesting ideas and questions regarding social media being used as an educational tool. Dogruer, Eyyam and Menevis (2011) highlighted that the internet has the potential for learning. They stated “it is very obvious that the Internet provides not only social connection and entertainment, but also academic and scientific information as well.” (p.607) All the teachers stated they used social media as an educational tool, but admitted it was limited and mostly had a place in theory lessons. Teacher’s Smyth* and Walker* both stated they used it in theory lessons, for research purposes and for background context. Smyth* said she mostly used it to help students with research and gaining information around dance companies, choreographers and dancers. Walker* felt that social media made it easy and accessible to share information to students,
“There has got to be ways it helps practical [learning] but I can’t think of any. My instinct is to go to theory because to share an article on Facebook takes two seconds to post as opposed to emailing every student and hoping the web link works…You can gauge the reaction of the students in the sense you can see how many people have clicked on it.”
This idea of social media offering a quick and easy way to share information links to the field research students stating that they used social media as a news source as well as for socialising. Yasar & Karadeniz (2011) research stated, “it can be asserted that web 2.0 tools support informal learning by creating and sharing the content and with their social interaction and communication features.” Connecting this back to teacher’s Smyth* and Walker* who state they use social media and web 2.0 technologies for research purposes in their lessons, this corroborates the idea that social media and web 2.0 technologies can have a positive impact on student engagement and provide valuable tools for education.
A recurring theme that came up in the research was ‘does social media and web 2.0 technologies offer the same learning potential as traditional classrooms/dance studios?’ In Teacher Walker’s* interview they discussed how they saw social media/web 2.0 technologies and the studio/classroom as being completely different learning ‘environments’. They stated,
“Fundamentally there is an unwritten agreement that if you are entering that dance class you are asking me to teach you something, you are asking to learn something. When posting a video on Facebook I am not asking to learn. I am actually showing, it is more like a presentation.”
This made me reflect on what these learning ‘environments’ are. Yasar & Karadeniz (2011) state informal learning is “learning experiences which occur out of curriculum settings and do not end up with diploma or certification.” Formal learning is often perceived as learning that occurs in traditional settings and often delivered by a teacher. Reflecting on these definitions alongside the research one can argue there is a place for both social media/web 2.0 technologies and traditional classrooms/dance studios, however they do not offer the same learning potentials. With student participants stating they used social media for news, inspiration and to browse/waste time it is clear they do not always see it as a learning ‘environment’. Despite this it can assumed that by looking at news and even inspiration they are learning without openly choosing too.
Following on from the the concept that social media and web 2.0 technologies are informal learning environments. Selwyn (2007) p. 6 commented on limitations of web 2.0 technologies by stating “A further limitation to younger learners’ educative uses of Web 2.0 applications is that of the increased salience of ‘e-safety’.” Teacher Smyth* also felt that social media has the potential to become unsafe. Teacher Smyth* had very strong opinions on feedback being delivered ‘safely’ to students. They believed keeping in depth personal feedback private was essential to ensure it was being delivered in a ‘safe’ way. The idea of ‘safe’ and supportive feedback was brought up by all teachers interviewed. The teachers defined ‘safe’ and supportive feedback as being constructive, encouraging further learning in students and given with care.
The teachers felt that social media and web 2.0 technologies are often in public forums and therefore could lend themselves to being ‘unsafe’ environments, which could result in a “knock of confidence” (Teacher Symth*) and “disengagement” (Teacher Williams*) therefore being counterproductive to the role of feedback. Student Jones* stated they would feel “Self conscious” if they received negative comments on social media and Student Miller* stated they would, “Not [feel] good as I’d feel like everybody else could see it [criticism].” It was for these reasons that all the teachers interviewed stated they would not use social media for peer feedback. Teacher Walker* felt,
“you [the reader] lose the nuance when something is written on a screen [social media] and you do not understand the context in which they [peers] are writing this feedback in. It can be misconstrued on many levels and can be more hazardous to training than it can be constructive.”
Reflecting on the idea of safety and with all teachers stating they felt the role of feedback was to be ‘supportive’, it can be argued that social media and web 2.0 technologies may not be the right platform for the delivery of both teacher and peer feedback. However Demirbilek (2015) concluded that “students felt positively about Wiki and Facebook, and they found both platforms useful regarding giving and receiving peer feedback.” This highlights that there is a possibility for social media and web 2.0 technologies to be used to provide peer feedback if it is structured and managed well by teachers. Current literature could also provide the argument that dance education has been reluctant to involve and incorporate social media and web 2.0 technologies into the classroom/dance studio. Reflecting on this and and the field research it could be suggested that dance needs to asses the potential relationship and roles of social media, web 2.0 technologies and feedback in dance education. This can only move dance education forward and provide endless possibilities for dance students to learn.
Critical Reflection
The inquiry process made me reflect on my own relationships with social media, web 2.0 technologies and feedback. I have been reluctant in the past to introduce social media into the classroom but have been using Web 2.0 technologies since I began teaching. This combined with my my AOL on Feedback in Module 1, clarified my desire to carry out this inquiry. It was through my research during Module 2 (Inquiry Proposal) and tutor feedback that I realised my interest lay in the role and relationships that social media, web 2.0 technologies and feedback have in dance education.
I began this inquiry with my own opinions on what I felt the roles and relationships between social media, web 2.0 technology and feedback were in relation to my own teaching. The inquiry has strengthened my opinion on the role of feedback; with the belief it must be constructive, build a students confidence and provide additional learning. However, it has shifted my perspective on social media and web 2.0 technologies. Prior to this inquiry I believed social media had mostly negative effects on student learning and participation. It has come to light, through literature and my field research, that social media and web 2.0 technology has the potential to enhance students learning. This has allowed me to change my own practice by incorporating social media and web 2.0 technologies into my teaching further. I have found use for Facebook groups and WhatsApp groups to share information, encourage student interaction and provide general positive feedback (for example, “Great work today, you worked incredibly hard.”). I believe this has resulted in greater student participation and engagement.
The inquiry has lead to further questions and ideas for exploration. I would like to look into web 2.0 technologies further and softwares other than social media to look deeper into the role they could play within dance education. Or are they already becoming redundant due to the introduction of web 3.0? The teacher interviews brought up interesting ideas around the e-safety of social media and web 2.0 technologies. I am also interested in how this effects the use of social media/web 2.0 technologies in dance education and how this risk can be minimised. The inquiry has also created further questions for me around feedback. The idea of verbal feedback and the language used around feedback was brought up by some teacher interviews. I want to explore this further and see if there is a correlation between the language dance teachers use and the effectiveness of feedback.
The methods I chose to collect data were mostly successful and allowed, through analysis, me to form clear themes. However, if I were to repeat this inquiry I would make sure the student questionnaire I used had more open questions. This would have allowed me to collect more insightful and in-depth answers that looked deeper into inquiry subject. I would also consider the possibility of interviewing past students so that I could get a more in-depth understanding of the role they placed on social media/web 2.0 technologies and feedback and if they felt there was a relationship.
This entire process has allowed me to sit and reflect on my own practices and ideas, but also hear and reflect on colleagues’ and students’ practices and ideas. This process has been refreshing as I have been able to hear that many of my peers and students feel the same as I do but also find many new ideas and concepts. I am looking forward to putting this research to use in my own practice and expanding my knowledge further with the new questions raised. This will not only enhance my own practice but most importantly improve my students’ learning.