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Open Access
Article
Publication date: 25 October 2022

Mohammed Abdullah Alharbi and Abdulrahman Nasser Alqefari

The purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university…

Abstract

Purpose

The purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university in Saudi Arabia.

Design/methodology/approach

This was a classroom intervention exploratory study with 16 pairs of students attending a writing class over a period of 14 weeks.

Findings

Analysis of feedback and uptake indicated that the students incorporated a high rate (85.21%) of feedback in revising their essays. The results also showed that the quantity of students’ uptake of instructor feedback (88.77%) was higher than that of peer feedback (82.17%). In terms of the rate of uptake of global feedback focusing on content and organization vs. local feedback focusing on language and formatting, the rate of uptake of local feedback (85.34%) was slightly higher than the uptake of global feedback (84.90%). The current results also showed that the quality of feedback (peer vs. instructor feedback and global vs. local feedback) also varied. Students’ perspectives on feedback underlined their perceived value of feedback on writing, their preference for instructor feedback and the perceived benefits of providing and receiving feedback.

Originality/value

This study investigated an area that has been under-researched in the Saudi higher education context and it has direct implications for the provision of feedback in writing classes.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 18 no. 2
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 10 September 2021

Raniya Abdullah Alsehibany

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the…

Abstract

Purpose

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

Design/methodology/approach

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

Findings

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

Research limitations/implications

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Practical implications

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

Originality/value

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 3 July 2021

Ingrid Van Rompay-Bartels and Jannemieke Geessink

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper…

Abstract

Purpose

In spite of the potential of peer feedback, research related to the international classroom and the development of intercultural competences remains limited. This paper aims to further explore this combination and associated gaps by presenting students’ perceptions of peer feedback on individual behaviour in group work.

Design/methodology/approach

Several studies have shown that peer feedback can be a powerful instrument in higher education. For this reason, this instrument is increasingly being deployed in the international classroom of a Dutch Business School (DBS), which has a student population of about 60 different nationalities. The present paper adopts an embedded case-study design in studying peer feedback within the international classroom.

Findings

The primary results of this study are twofold. First, they show that before joining DBS, the vast majority of international students have never been exposed to group work peer feedback. And second, they reveal that cultural background (bias) is a critical factor in how students provide and perceive peer feedback. Students from high-context cultures struggle with direct feedback provided by students from low-context cultures. Furthermore, the results show that domestic cultural values “lack consideration” when dealing with the contrasts in cultural values of non-domestic (international) students.

Originality/value

This study indicates that several aspects of the students’ cultural background have a direct impact on how they provide and perceive individual peer feedback on their behaviour in group work. Furthermore, it argues that peer feedback, when used as an instrument, requires specific training and guidance of students with regard to cultural differences, values and perceptions.

Details

Journal of International Education in Business, vol. 16 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 1 February 2001

Alma M. McCarthy and Thomas N. Garavan

360° feedback processes have gained popularity as a performance management and career development tool in contemporary organisations. This monograph explores the nature of…

25855

Abstract

360° feedback processes have gained popularity as a performance management and career development tool in contemporary organisations. This monograph explores the nature of 360° feedback, investigates the factors which have influenced its emergence and contrasts it with more traditional performance management processes used by organisations. It specifically identifies the benefits and problems associated with 360° feedback in the context of management of performance and employee career development. The monograph considers the issues surrounding different sources of feedback, i.e. peer, subordinate and self. The monograph concludes with a discussion of the issues pertaining to the use of multi‐rater feedback as a tool for performance improvement and career development.

Details

Journal of European Industrial Training, vol. 25 no. 1
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 10 July 2019

Chin Fei Goh, Owee Kowang Tan, Amran Rasli and Sang Long Choi

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors…

Abstract

Purpose

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.

Design/methodology/approach

An experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.

Findings

This study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.

Practical implications

Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.

Originality/value

Learning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Open Access
Article
Publication date: 1 June 2015

Fawzi Al-Ghazali

Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students…

Abstract

Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students can benefit from the feedback and diversity of input they get from other peers (Stubbe, 2013). It improves students’ writing skills by developing their use of effective composing processes since they can share ideas while planning, drafting, and revising writing forms (Richards and Schmidt, 2010). It also reduces the anxiety of students who can get constructive feedback on their writing from other peers instead of their teachers (Phillipson, 2007). However, application of peer feedback in writing courses is a complex process since it requires provision of rubrics and guidelines for students to follow; this is in addition to explaining the areas they need to focus on. It also requires having cultural awareness of the level of corrections Arab students can accept. This paper reflects on a practical experiment conducted with a group of undergraduate students for showing how peer feedback is approached and practised by students in English language courses. Students’ views and perceptions about peer feedback are also surveyed showing their appreciation of the level of collaboration peer feedback encourages among them. Nevertheless, the results also show a number of concerns students have about peer feedback.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

Book part
Publication date: 16 October 2020

Tara J. Shawver and William F. Miller

The Giving Voice to Values (GVV) program takes a unique approach to ethics education by shifting the focus away from a philosophical analysis of why actions are unethical…

Abstract

The Giving Voice to Values (GVV) program takes a unique approach to ethics education by shifting the focus away from a philosophical analysis of why actions are unethical to a focus on how individuals can effectively voice their values to resolve ethical conflict. The authors explore how peer feedback and peer assessment, when implemented within a GVV module, can increase students’ understanding of ways to resolve ethical dilemmas, increase student engagement, and increase confidence in confronting unethical actions. The findings indicate that the use of peer feedback and assessment increases students’ understanding of ways to resolve ethical dilemmas, increases confidence in confronting unethical actions, and student attitudes suggest that assessing peers is a way to learn from each other and enhances interaction/engagement of students in the course. The teaching methods described in this study can easily be implemented in any specific discipline or accounting ethics course.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-83867-669-8

Keywords

Article
Publication date: 6 January 2023

Deborah Tyndall and Shannon Baker Powell

This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold…

Abstract

Purpose

This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study.

Design/methodology/approach

The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18).

Findings

Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course.

Practical implications

These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others.

Originality/value

This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 9 July 2021

Han Zhang, Ashleigh Southam, Mik Fanguy and Jamie Costley

This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student…

Abstract

Purpose

This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding.

Design/methodology/approach

This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding.

Findings

The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding.

Research limitations/implications

The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each group was also low.

Practical implications

Designers and teachers using online collaborative activities could benefit by understanding the nature in which peer comments can enhance student learning, bearing in mind the need for explicit guidance in how to comment and at what level of knowledge their comments should target.

Social implications

Online collaboration, peer editing and commenting is widely used by educators and the public. A better understanding of how these elements operate might improve the quality of knowledge artefacts such as academic writing and research notes.

Originality/value

Existing literature focuses mainly on peer feedback on writing or other artefacts; this paper seeks to find out more about the impact of comments in particular on collaborative note-taking.

Details

Interactive Technology and Smart Education, vol. 19 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 8 February 2021

Jessie Nixon

This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people…

Abstract

Purpose

This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

Design/methodology/approach

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Findings

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

Originality/value

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Details

English Teaching: Practice & Critique, vol. 20 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

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