A Case Study of Using Peer Feedback in Face-to-Face and Distance Learning Classes among Pre-Service Teachers

Autor/inn/en	Vásquez-Colina, María D.; Russo, Marianne Robin; Lieberman, Mary; Morris, John D.
Titel	A Case Study of Using Peer Feedback in Face-to-Face and Distance Learning Classes among Pre-Service Teachers
Quelle	In: Journal of Further and Higher Education, 41 (2017) 4, S.504-515 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1135884
Schlagwörter	Case Studies; Peer Evaluation; Feedback (Response); Conventional Instruction; Distance Education; Preservice Teachers; Undergraduate Students; Comparative Analysis; Questionnaires; Expectation; Statistical Analysis; Statistical Significance; Teaching Methods; Formative Evaluation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Distance study; Distance learning; Fernunterricht; Fragebogen; Expectancy; Erwartung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students' work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01