Article 2017

A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers

VM
Vásquez-Colina, Maria D.
 RM
Russo, Marianne Robin
 LM
Lieberman, Mary G.
 MJ
Morris, John D.
Journal of Further and Higher Education
Journal · Vol. 41 · Issue 4 · pp. 504-515
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. © 2016 UCU.

Keywords

Author Keywords

Higher education Formative assessment peer feedback class format

Index Keywords

Author Affiliations
Department of Educational Leadership and Research Methodology, Florida Atlantic University, Boca Raton, FL, United States
Florida Atlantic University, Boca Raton, FL, United States
Funding & Acknowledgements
No funding information
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