publisher
Making teaching visible: video-based dialogic feedback conversations and lecturers’ interpersonal communication. An action research study in Israeli higher education
- Source
- Frontiers in Education
- Published
- Last verified
- 17 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Operations & Delivery, Technology & Data
Executive summary
What happened, and why should leadership care?
A qualitative action research study conducted in an Israeli academic college investigated the effectiveness of a video-based dialogic feedback process in developing higher education lecturers' interpersonal communication skills. The research, involving ten lecturers over a semester, demonstrated a progressive developmental sequence from initial awareness of communication challenges to the consolidation and application of improved communication strategies.
Why this matters
Why is this strategically important?
This research provides a structured model for enhancing critical pedagogical skills through targeted, reflective practice. Improving educator communication directly impacts learning outcomes and institutional effectiveness, contributing to the strategic goal of delivering high-quality education and professional development.
Key insights
What should be noted from the evidence?
- Higher education lecturers' interpersonal communication can be effectively supported and developed through a cyclical, video-based dialogic feedback process.
- The developmental process involved three video-recorded lessons, three dialogic feedback conversations, written summaries, and pre/post semi-structured interviews.
- Data analysis used qualitative content analysis and thematic analysis.
- A clear developmental sequence was observed across three feedback cycles: starting with awareness of communicative difficulties, progressing through experimentation and refinement, and culminating in consolidation and transfer of behavioral change.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication