Implications of Feedback Research for Group Facilitation and the Design of Experiential Learning

Abstract

Despite extensive research on feedback and almost complete agreement on its power to effect learning, there is little theoretical understanding of the concept. Its ultrabroad definition and difficulties operationalizing both its causal mechanisms and the learning it supposedly effects have hampered understanding. The particular language used favors certain explanations and lines of research over others. Implications for group facilitation and the design of experiential learning programs are discussed.