Can a digital guided peer feedback system foster learning
Despite the fact that scientific literature highlights the importance of feedback for learning, there remains a challenge for students to construct good quality feedback in collaborative settings. This study designs, implements, and evaluates a digital learning module with an intensified peer feedback support. The goal is to explore whether a digital module with guided peer feedback which encourages challenges and motivation support students’ domain specific knowledge gain. The extent to which the use of such a digital learning module is appreciated by students is studied as well. Participants were 203 students who were randomly assigned to groups of three. students were asked to explore various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)'. The findings show that the digital module fosters students’ learning and satisfaction. The use of peer feedback support guided the students in appropriate ways to analyse learning partners arguments about the topic, express agreements/disagreements and when possible integrate various points of views in their own reflection report. This digital learning module provided a safe and respectful learning environment for students to also practice their argumentation and exercise critical discussion and reasoning skills without recourse to, or fear of, personal (ad hominum) statements, enhancing their awareness of the topic.
| Main Authors: | , , |
|---|---|
| Format: | Article in monograph or in proceedings biblioteca |
| Language: | English |
| Published: |
InScience Press
|
| Subjects: | Life Science, |
| Online Access: | https://research.wur.nl/en/publications/can-a-digital-guided-peer-feedback-system-foster-learning |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Despite the fact that scientific literature highlights the importance of feedback for learning, there remains a challenge for students to construct good quality feedback in collaborative settings. This study designs, implements, and evaluates a digital learning module with an intensified peer feedback support. The goal is to explore whether a digital module with guided peer feedback which encourages challenges and motivation support students’ domain specific knowledge gain. The extent to which the use of such a digital learning module is appreciated by students is studied as well. Participants were 203 students who were randomly assigned to groups of three. students were asked to explore various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)'. The findings show that the digital module fosters students’ learning and satisfaction. The use of peer feedback support guided the students in appropriate ways to analyse learning partners arguments about the topic, express agreements/disagreements and when possible integrate various points of views in their own reflection report. This digital learning module provided a safe and respectful learning environment for students to also practice their argumentation and exercise critical discussion and reasoning skills without recourse to, or fear of, personal (ad hominum) statements, enhancing their awareness of the topic. |
|---|