Resumen de Behaviourist vs. Constructivist views of feedback: Provisions and implications

Lutfieh Mohammad Rabbani, Khaleel Shehadeh Alarabi, Najeh Rajeh Alsalhi, Hanan Sa’deh Al Marashdi

• The matter of conceptualizing feedback poses certain challenges. The presence of varying paradigms entails the existence of distinct assumptions and beliefs regarding feedback, thereby rendering the inquiry into the preferred paradigm of utmost relevance. While the existing body of literature has put forth various theoretical frameworks for understanding feedback, it is important to note that these frameworks have only provided partial explanations within the context of the constructivist learning paradigm. This article offers a comprehensive examination of the fundamental assumptions that form the basis of the theoretical foundations in question. More specifically, it focuses on the paradigms that shape the conceptualization of the feedback process, drawing from both behaviourist and social constructivist perspectives. Additionally, this study acknowledges the intricate nature of the broader social framework that underlies the practice of feedback. This complexity arises from the interplay of various factors that shape the impact of feedback, including the dynamic nature of these influences. It is important to recognize that students’ receptiveness and reactions to feedback can vary due to these overlapping dynamics. The significance of this emphasis lies in the recognition of diverse perspectives on feedback and the comprehension of the intricate nature of feedback implementation. These factors are pivotal in improving the quality of feedback exchanges between educators and learners.