First-Year Undergraduate Students' Perceptions of Lecturer and Peer Feedback: A New Zealand Action Research Project

Autor/inn/en	Barnard, Roger; de Luca, Rosemary; Li, Jinrui
Titel	First-Year Undergraduate Students' Perceptions of Lecturer and Peer Feedback: A New Zealand Action Research Project
Quelle	In: Studies in Higher Education, 40 (2015) 5, S.933-944 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.881343
Schlagwörter	College Students; Student Attitudes; Journal Writing; Reflection; Focus Groups; Feedback (Response); Peer Groups; Teacher Attitudes; College Faculty; Innovation; Correlation; Action Research; Writing Instruction; Sociocultural Patterns; Skill Development; Grounded Theory; Formative Evaluation; Foreign Countries; Teaching Methods; Intervention; Questionnaires; New Zealand + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Zeitschriftenaufsatz; Gleichaltrigengruppe; Peer Group; Lehrerverhalten; Fakultät; Korrelation; Projektforschung; Schreibunterricht; Soziokulturelle Theorie; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Neuseeland
Abstract	Providing feedback on students' written work is a key professional activity in tertiary education. Although there has been research into the effectiveness of lecturers' feedback, there is a need for more studies comparing students' perceptions with those of their teachers. This article discusses the design and implementation of an innovatory approach to both peer review and associated collaborative action research in an undergraduate writing course in a New Zealand university. Data were collected from extracts of students' written reflective journals and a focus group of the teaching team. These data were subjected to grounded analysis to identify the extent to which the respective perceptions converged. The findings from both sources indicated that the students' initial apprehensions about giving and receiving peer feedback changed, and their skills improved during the course. The article concludes by explaining how this project was framed as mutual scaffolding in a zone of proximal development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01