Psychology and sociology /8. Рedagogical psychology

PhD M.P. Tymofieva, O.І. Pavliuk, L.А. Liubina, U.V. Lomakina

Higher State Education Institution of Ukraine

«Bukovinian State Medical University», Chernivtsy

PSYCHOLOGICAL FEATURES OF FEEDBACK AS A PROCESS OF INTERACTIVE TEACHING

Unlike in traditional forms of lessons the intercommunication of teacher and student is changing in interactive learning: teacher activity gives way to the student activity and task of the teacher is to create conditions for their initiative. The lack of systematic theoretical and methodological developments regarding psychological characteristics of feedback as a process of interactive learning and its impact on the psyche of the student, led to the choice of the research topic.

Feedback allows providing a new dimension to the learning process, focusing on the advantages, not the disadvantages. Noting the strengths of the student activity, the teacher motivates him to further cooperation and interest to the subject. Effective feedback should “correct” rather than estimate.

The purpose of the study is to determine the impact of feedback on the personality and professional skills of the student in the learning process.

Feedback helps the student to track his progress, plan future achievements, to experience the satisfaction of the work that is done. The teacher can make a noticeable positive impact on the work of students through such measures as constructive criticism necessary support and feedback.

The successful mastering of theoretical and practical material is not possible without active interaction between teacher and student. Only in joint activities with the teacher generated knowledge, skills and abilities of the student. Therefore feedback is the obligatory element that indicates the quality of the learning process.

In their book “Successful learning strategies: scientifi strategies to enhance learning” Marzano, Pickering and Pollock (2001) call feedback among the nine most effective strategies. Feedback should focus on a certain level of knowledge of the student, not the averaged norm. Students must be able to effectively monitor their progress in the process of self-assessment, based on feedback provided by the teacher. Feedback can be formal and informal. In the process of informal feedback teacher can “sit” at the table with the student and comment on his work. With the help of this type of feedback students can obtain the necessary advice and make immediate changes.

Formal feedback is used during the practical lessons and seminars. For formal feedback, students participate in special consultations, during which the teacher checks their progress and set new targets of them. When students receive feedback in the learning process, they learn on their mistakes, make the necessary changes and able to move to the next level.

Students usually appreciate the ideas and opinions of their peers. In most cases, they enjoy working together. And if it seems such an opportunity, they may offer their ideas and receive them from their classmates.

It is believed that the term “feedback” was opened in 1893 by M.M. Lange through the opening of human behavior regulation using feedback. B.F. Skiner and E. Thorndike noticed the need for feedback to manage the educational process in the 60 years of the twentieth century, who developed the foundations of programmed instruction in the context of the theory of behaviorism. For example, behavioral feedback model is considered as a form of support to the answer. In the most complete form of this position is represented in the works of B.F. Skinner, who developed the theory of operant conditioning. Operant conditioning is the learning, in which the receiving of new experiences and the realization of his behavior lead to a particular purpose. The basic idea of his theory is in raising the likely response to a stimulus.

Feedback in cognitive theory is regarded as information for learning. Feedback and support have different functions: support submitted for the purpose of supporting the performing action, and feedback for receiving information according to preforming action.

Our communication never happens in ideal conditions, usually it is accompanied by various obstacles. In particular, when the interaction is during the learning process in the group of 12 to 24 students the communicative noises are so powerful that hinder to hear and understand conversation. Communication noises are a violation and / or deformation of message that impede the process of transferring or perception of information.

The concept of “noise” was introduced by K. E. Shannon and W. Weaver in 1949 and is associated with information model of communication in which the signal is passed through the channel from the sender to the recipient. Scientists argued that there are three levels of problems in communication: a technical problem – how accurately messages are transmitted; semantic problem – how accurately the meaning is transferred; efficiency problem – how effective is the obtained meaning. The biggest drawback of this model was that only the sender was active and addressee played only a passive role of the recipient of the message. So, in this model there was no feedback. Later this model of communication was improved by such scholars as U. Eco, R. Jacobson, A. Hreymas.

Conclusions. Student action is professionally designed, and is a form of social and cognitive activity, the expression of the desire for life and self-affirmation and self-determination. Most students express independence in the learning process, take an active position, preferring such forms of learning that are not only means of knowledge, but also a means of expression, provide an opportunity to express the point of view. Organization of learning process using interactive forms contributes to formation of sustained interest in learning, needs in self-education, self-development. Specifically feedback as an interactive form of learning provides high motivation, improve knowledge, creativity and imagination, communication skills, active life position, team spirit, value of individuality, freedom of expression, focus on activity, acquisition of professional skills, developing skills of analysis and reflection of the activity, development desire for cooperation and empathy. It should be noted that incorrect organization of interactive methods in the learning process, limiting the positive feedback in the learning process reduces the efficiency of mastering the skills, misleads the students, reduces a sense of belonging and significance in the group, on a personal level lowers the self-esteem, appear fear of public speaking, anxiety and uncertainty in own actions.