Taking a closer look at how higher education students process and use (discrepant) peer feedback

被引:3
|
作者
Van Meenen, Florence [1 ,4 ]
Masson, Nicolas [1 ,3 ]
Catrysse, Leen [2 ]
Coertjens, Liesje [1 ]
机构
[1] Catholic Univ Louvain, Psychol Sci Res Inst, Louvain, Belgium
[2] Open Univ, Fac Educ Sci, Dept Online Learning & Instruct, Heerlen, Netherlands
[3] Univ Luxembourg, Inst Cognit Sci & Assessment COSA, Fac Humanities Educ & Social Sci FHSE, Dept Behav & Cognit Sci DBCS, Luxembourg, Luxembourg
[4] Postal Address 1,Pl Univ, B-1348 Louvain La Neuve, Belgium
关键词
Peer feedback; Feedback processing; Eye movement; Discrepancy; METAANALYSIS COMPARING PEER; EYE-MOVEMENTS; INFORMATION; PERFORMANCE; PERCEPTIONS; RELIABILITY; IMPACT; SKILLS;
D O I
10.1016/j.learninstruc.2022.101711
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Little is known on how students process peer feedback (PF) and use it to improve their work. We asked 59 participants to read the feedback of two peers on a fictional essay and to revise it, while we recorded their gaze behaviour. Regarding the PF processing subphase, discrepant PF led to more transitions, but only for participants who reported the discrepancy afterwards. Counterintuitively, participants who did not report the discrepancy, showed longer first-pass reading times. Concerning the PF use subphase, dwell time on essay correlated posi-tively with the quality of the revised essays assessed by professors. Participants with a high-quality revision spent more time addressing higher order comments, corrected one or two lower order aspects at a time and proofread in the end, in which they went beyond the suggestions provided in the PF. These insights can be used when designing training to foster students' uptake of (discrepant) PF.
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页数:11
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