Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00110684" target="_blank" >RIV/00216224:14230/18:00110684 - isvavai.cz</a>
Result on the web
<a href="https://www.seda.ac.uk/resources/files/publications_262_Ch15_Peer_feedback_to_facilitate_independent_learning_Retiova.pdf" target="_blank" >https://www.seda.ac.uk/resources/files/publications_262_Ch15_Peer_feedback_to_facilitate_independent_learning_Retiova.pdf</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students
Original language description
The chapter discusses implementation of innovative learning activity of peer feedbacks in the introductory sociology seminar. The objective of the activity was to develop students’ writing skills and independent learning skills. In the first half of the semester, students were provided by teacher's feedback to their weekly position papers to set the model of good practice. Afterwards, the peer feedback activity was introduced by thorough class discussion of characteristics of constructive feedbacks. Subsequently, in the period of three weeks, students wrote and provided peer feedback within unchanged peer triads. The innovation was evaluated by data triangulation to document different perspectives on the activity. First, colleague’s observation served to provide independent observer’s perspective on the introduction of the activity to students. Second, teacher’s perspective on students’ progress was recorded and traced in a teaching diary. Third, students’ perspective on the activity was measured by three successive minute papers in each week of the activity to follow progress in time, and a final questionnaire to grasp their opinions on the effectiveness of the activity. Findings confirmed improvement of students’ writing skills, critical thinking and collaborative skills. Development of students’ confidence of independent learners was confirmed only partly. The evaluation revealed students' struggles with feelings of self-doubt as a consequence of acquiring new role of independent learners at the university.
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
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OECD FORD branch
50300 - Education
Result continuities
Project
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Continuities
R - Projekt Ramcoveho programu EK
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Early career academics’ reflections on learning to teach in Central Europe
ISBN
9781902435633
Number of pages of the result
9
Pages from-to
153-161
Number of pages of the book
187
Publisher name
Staff and Educational Development Association (SEDA)
Place of publication
London
UT code for WoS chapter
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