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ERIC Number: EJ1059234
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0307-5079
First-Year Undergraduate Students' Perceptions of Lecturer and Peer Feedback: A New Zealand Action Research Project
Barnard, Roger; de Luca, Rosemary; Li, Jinrui
Studies in Higher Education, v40 n5 p933-944 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand