Midterm Peer Feedback in Problem-Based Learning Groups: The Effect on Individual Contributions and Achievement

Autor/inn/en	Kamp, Rachelle J. A.; van Berkel, Henk J. M.; Popeijus, Herman E.; Leppink, Jimmie; Schmidt, Henk G.; Dolmans, Diana H. J. M.
Titel	Midterm Peer Feedback in Problem-Based Learning Groups: The Effect on Individual Contributions and Achievement
Quelle	In: Advances in Health Sciences Education, 19 (2014) 1, S.53-69 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-013-9460-x
Schlagwörter	College Freshmen; Peer Evaluation; Feedback (Response); Problem Based Learning; Cooperative Learning; Reflection; Goal Orientation; Prior Learning; Intervention; Academic Achievement; Control Groups; Experimental Groups; Males; Gender Differences; Pretests Posttests + Suchen Sie Ihr Suchwort? Studienanfänger; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Zielorientierung; Zielvorstellung; Vorkenntnisse; Schulleistung; Male; Männliches Geschlecht; Geschlechterkonflikt
Abstract	Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied. In this pretest-intervention-posttest study 242 first year students were divided into three conditions: condition 1 (individual reflection and goal setting), condition 2 (individual and shared reflection and goal setting), and condition 3 (control group). Results indicated that the quality of individual contributions to the tutorial group did not improve after receiving the peer feedback, nor did it differ between the three conditions. With regard to academic achievement, only males in conditions 1 and 2 showed better academic achievement compared with condition 3. However, there was no difference between both ways of reflection and goal setting with regard to achievement, indicating that both ways are equally effective. Nevertheless, it is still too early to conclude that peer feedback combined with reflection and goal setting is not effective in enhancing students' individual contributions. Students only had a limited number of opportunities to improve their contributions. Therefore, future research should investigate whether an increase in number of tutorial group meetings can enhance the effectiveness of peer feedback. In addition, the effect of quality of reflection and goal setting could be taken into consideration in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10