New publication about Peer-feedback

EDO Group members Cristina Mercader, Anna Díaz-Vicairo and Georgeta Ion have published the article entitled 'Factors influencing students peer feedback uptake: instructional design matters' (Factors that influence feedback feedback by students: instructional design It is important).

The research, which has been funded by the Office of Teaching Quality (OQD) of the Autonomous University of Barcelona under the Scholarships for Innovation Projects, aims to identify whether peer feedback instruction designs influence the perceptions of the student learning

A comparative study has been conducted at a Faculty of Education, tracking students during their first two years of a teacher education program. Students participated in two consecutive experiences of feedback between couples using different instructional designs.

The results show that students perceive that long-term interventions with pre-capture and dual-circuit feedback processes are more useful for their development than a short-term experience without face-to-face uptake and single-cycle feedback processes. They receive more benefits when they provide feedback than when they receive it.

Teachers should take these variables into account when designing peer feedback activities to maximize the impact on student learning.

To consult the article, click here.