Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback
This study analyzed anonymous peer feedback among two groups of university students-a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other's work. Each peer feedback or comment was categorized into one of seven type...
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| Main Authors: | , , |
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| Format: | Book |
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MDPI AG,
2023-03-01T00:00:00Z.
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| Summary: | This study analyzed anonymous peer feedback among two groups of university students-a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other's work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categorize the quality of the feedback. The learning performance of the two groups of students was also analyzed. The main result showed that the lower-performing class (based on the average midterm scores) provided more substantial Criticism+ and Opinion-type comments than the higher-performing students. Contrary to expectation, no significant difference was found between the two classes on the final exam, suggesting that anonymity allowed lower-performing students to express themselves more effectively than higher-performing students, leading them to improve their learning outcomes. |
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| Item Description: | 10.3390/educsci13030310 2227-7102 |