What makes students contribute more peer feedback? The role of within-course experience with peer feedback

2021 ◽  
pp. 1-12
Author(s):  
Zheng Zong ◽  
Christian Schunn ◽  
Yanqing Wang
Keyword(s):  
Peer Feedback ◽  
Course Experience

scholarly journals Bibliometric Analysis of Research on Peer Feedback in Teaching and Learning

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Catherine Nguoi Chui Lam ◽  
Hadina Habil
Keyword(s):  
Teaching And Learning ◽  
Peer Feedback ◽  
Research Area ◽  
Future Research ◽  
Bibliometric Indicators ◽  
Central Focus ◽  
Scopus Database ◽  
Bibliometric Approach ◽  
Productive Authors

A growing body of literature has highlighted the pivotal role of peer feedback in teaching and learning. However, a paucity of studies explore the trend of literature in this research area, particularly using a bibliometric approach. Therefore, this study was conducted to reveal the major trends in the research area and construct an intellectual landscape of the relevant studies in the field. Bibliometric details of a total of 276 research articles, published from 1985 to 2020 (August), were retrieved from the Scopus database for further analysis. In particular, the publication trend, the most productive countries, the most productive authors, the top ten source titles, and keyword used in the research area, were explored using bibliometric indicators. The rapid growth of publications on peer feedback was observed since 2010, with a sharp peak noted in 2019. Furthermore, writing context was found as the central focus of peer feedback research. Among others, three key themes that surfaced out of term-occurrence analysis included: impacts/effects of using peer feedback approach, sub-themes concerning peer feedback implementation, and peer feedback in writing context. Additionally, from the review of 30 top-cited publications, 3 prominent themes: effects of using peer feedback approach, effective or ineffective peer feedback, and potential challenges or issues in peer feedback implementation emerged. Based on the findings, this paper concludes with some recommended avenues for future research.

Confabulated Explanations

2020 ◽  
pp. 42-69
Author(s):  
Lisa Bortolotti
Keyword(s):  
Decision Making ◽  
Peer Feedback ◽  
Emotional Reactions ◽  
Decision Makers ◽  
Priming Effects ◽  
Self Reflection ◽  
Implicit Biases ◽  
Share Information ◽  
Epistemic Innocence

In this chapter, the author argues that the ill-grounded explanations agents sincerely offer for their choices have the potential for epistemic innocence. Such explanations are not based on evidence about the causes of the agents’ behaviour and typically turn out to be inaccurate. That is because agents tend to underestimate the role of priming effects, implicit biases, and basic emotional reactions in their decision making. However, offering explanations for their choices, even when the explanations are ill-grounded, enables them to share information about their choices with peers, facilitating peer feedback and self-reflection. Moreover, by providing plausible explanations for their behaviour—rather than acknowledging the influence of factors that cannot be easily controlled—agents preserve a sense of themselves as competent and largely coherent decision makers, which can improve their decision making.

Au Pairs, Nannies and Babysitters: Paid Care as a Temporary Life Course Experience in Slovakia and in the UK

2019 ◽  
Vol 122 (1) ◽  
pp. 80-94
Author(s):  
Zuzana Sekeráková Búriková
Keyword(s):  
Life Course ◽  
Transition Period ◽  
Care Work ◽  
Au Pairs ◽  
Course Experience ◽  
Temporal Aspect ◽  
And Migration ◽  
The Uk ◽  
Developmental Phases

This article argues that intersectional analyses of care work also need to include a temporal aspect. Drawing on ethnographic research on Slovak au pairs working in the UK and on interviews with both providers and employers of paid childcare in Slovakia, I examine how the temporariness of care work is created within both migrant and non-migrant settings. In particular, I demonstrate that both employers and providers conceptualise paid childcare as a temporary period in their lives and show the consequences of this conceptualisation in their valuing of care work. In both examined cases, I focus on the role of care/welfare and migration regimes in the production of temporariness in care work and argue that both providers and employers of paid care construct their involvement in domestic work as a specific life course experience. While for au pairs, working stays in the UK represent a specific transition period from adolescence to adulthood, employers in Slovakia decide to employ particular types of domestic workers in relation to the particular developmental phases of their families and households.

scholarly journals Feedback on second language students' writing

2006 ◽  
Vol 39 (2) ◽  
pp. 83-101 ◽  
Author(s):  
Ken Hyland ◽  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Peer Feedback ◽  
Writing Pedagogy ◽  
Research Literature ◽  
Writing Programs ◽  
Full Potential ◽  
Oral Feedback ◽  
Computer Mediated ◽  
Learning Techniques

Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.

Sign in / Sign up

Export Citation Format

Share Document