Building Trust Through Feedback: A Conceptual Framework for Educators
Trust is fundamental for effective student engagement with feedback in higher education. This study aimed to develop a conceptual framework delineating the specific instructor practices and learning environment conditions that facilitate trustful feedback processes. Open-ended survey responses from...
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| Format: | Article |
| Language: | English |
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University of Calgary
2025-01-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
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| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/78800 |
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| author | Breana Bayraktar Kiruthika Ragupathi Katherine A. Troyer |
| author_facet | Breana Bayraktar Kiruthika Ragupathi Katherine A. Troyer |
| author_sort | Breana Bayraktar |
| collection | DOAJ |
| description |
Trust is fundamental for effective student engagement with feedback in higher education. This study aimed to develop a conceptual framework delineating the specific instructor practices and learning environment conditions that facilitate trustful feedback processes. Open-ended survey responses from higher education instructors (n=147) were analysed using a qualitative methodology. Analysis revealed three key environmental conditions for building trust-based relationships: positive non-judgment; inclusion, community, and constructive interdependence; and dialogue and discussion. Three instructor feedback practices were found to promote student agency: showing empathy and sensitivity to student identities, communicating high expectations, and promoting student self-evaluation. These relationship- building conditions and agency-promoting practices operate synergistically, as represented by our framework of Building Trust Through Feedback. By continuously cultivating this interplay of environmental and relational factors, instructors can engender greater reciprocity, vulnerability, and growth during the feedback process. The proposed framework provides guidance on trust-building pedagogies that enhance student engagement and learning. Further research should explore student perspectives on practices that build trusting instructor-student relationships.
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| format | Article |
| id | doaj-art-c74db83991454805956731073fd6a29b |
| institution | Kabale University |
| issn | 2167-4779 2167-4787 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj-art-c74db83991454805956731073fd6a29b2025-01-29T13:10:35ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872025-01-011310.20343/teachlearninqu.13.7Building Trust Through Feedback: A Conceptual Framework for EducatorsBreana Bayraktar0https://orcid.org/0000-0001-8557-086XKiruthika Ragupathi1https://orcid.org/0000-0002-4293-8166Katherine A. Troyer2https://orcid.org/0009-0005-0762-1349George Mason UniversityNational University of SingaporeTrinity University Trust is fundamental for effective student engagement with feedback in higher education. This study aimed to develop a conceptual framework delineating the specific instructor practices and learning environment conditions that facilitate trustful feedback processes. Open-ended survey responses from higher education instructors (n=147) were analysed using a qualitative methodology. Analysis revealed three key environmental conditions for building trust-based relationships: positive non-judgment; inclusion, community, and constructive interdependence; and dialogue and discussion. Three instructor feedback practices were found to promote student agency: showing empathy and sensitivity to student identities, communicating high expectations, and promoting student self-evaluation. These relationship- building conditions and agency-promoting practices operate synergistically, as represented by our framework of Building Trust Through Feedback. By continuously cultivating this interplay of environmental and relational factors, instructors can engender greater reciprocity, vulnerability, and growth during the feedback process. The proposed framework provides guidance on trust-building pedagogies that enhance student engagement and learning. Further research should explore student perspectives on practices that build trusting instructor-student relationships. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/78800trustinstructor feedbackrelationship-buildingagency-developing |
| spellingShingle | Breana Bayraktar Kiruthika Ragupathi Katherine A. Troyer Building Trust Through Feedback: A Conceptual Framework for Educators Teaching & Learning Inquiry: The ISSOTL Journal trust instructor feedback relationship-building agency-developing |
| title | Building Trust Through Feedback: A Conceptual Framework for Educators |
| title_full | Building Trust Through Feedback: A Conceptual Framework for Educators |
| title_fullStr | Building Trust Through Feedback: A Conceptual Framework for Educators |
| title_full_unstemmed | Building Trust Through Feedback: A Conceptual Framework for Educators |
| title_short | Building Trust Through Feedback: A Conceptual Framework for Educators |
| title_sort | building trust through feedback a conceptual framework for educators |
| topic | trust instructor feedback relationship-building agency-developing |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/78800 |
| work_keys_str_mv | AT breanabayraktar buildingtrustthroughfeedbackaconceptualframeworkforeducators AT kiruthikaragupathi buildingtrustthroughfeedbackaconceptualframeworkforeducators AT katherineatroyer buildingtrustthroughfeedbackaconceptualframeworkforeducators |