Making teaching visible: video-based dialogic feedback conversations and lecturers’ interpersonal communication. An action research study in Israeli higher education

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 it matters

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

• 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.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1891432