Peer Feedback to Facilitate Independent Learning among
First-Year Sociology Students

C 2018

Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students

RÉTIOVÁ, Alica

Základní údaje

Originální název

Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students

Autoři

RÉTIOVÁ, Alica

Vydání

London, Early career academics’ reflections on learning to teach in Central Europe, od s. 153-161, 9 s. 2018

Nakladatel

Staff and Educational Development Association (SEDA)

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50300 5.3 Education

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

elektronická verze "online"

Odkazy

kniha, kapitola

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14230/18:00110684

Organizační jednotka

Fakulta sociálních studií

ISBN

978-1-902435-63-3

Klíčová slova anglicky

first-year students; independent learning; peer feedback; sociology; writing skills

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 13. 2. 2020 15:05, Mgr. Blanka Farkašová

Anotace

V originále

The chapter discusses implementation of innovative learning activity of peer feedbacks in the introductory sociology seminar. The objective of the activity was to develop students’ writing skills and independent learning skills. In the first half of the semester, students were provided by teacher's feedback to their weekly position papers to set the model of good practice. Afterwards, the peer feedback activity was introduced by thorough class discussion of characteristics of constructive feedbacks. Subsequently, in the period of three weeks, students wrote and provided peer feedback within unchanged peer triads. The innovation was evaluated by data triangulation to document different perspectives on the activity. First, colleague’s observation served to provide independent observer’s perspective on the introduction of the activity to students. Second, teacher’s perspective on students’ progress was recorded and traced in a teaching diary. Third, students’ perspective on the activity was measured by three successive minute papers in each week of the activity to follow progress in time, and a final questionnaire to grasp their opinions on the effectiveness of the activity. Findings confirmed improvement of students’ writing skills, critical thinking and collaborative skills. Development of students’ confidence of independent learners was confirmed only partly. The evaluation revealed students' struggles with feelings of self-doubt as a consequence of acquiring new role of independent learners at the university.

Návaznosti

2016-1-SK01-KA203-022551, interní kód MU

Název: Extending and reinforcing good practice in teacher development (Akronym: ERGP)

Investor: Evropská unie, Extending and reinforcing good practice in teacher development, Strategická partnerství v oblasti vzdělávání, odborné přípravy a mládeže

Citovat

RÉTIOVÁ, Alica. Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students. Online. In Gabriela Pleschová, Agnes Simon. Early career academics’ reflections on learning to teach in Central Europe. London: Staff and Educational Development Association (SEDA), 2018, s. 153-161. ISBN 978-1-902435-63-3.

@inbook{1556816,
   author = {Rétiová, Alica},
   address = {London},
   booktitle = {Early career academics’ reflections on learning to teach in Central Europe},
   editor = {Gabriela Pleschová, Agnes Simon},
   keywords = {first-year students; independent learning; peer feedback; sociology; writing skills},
   howpublished = {elektronická verze "online"},
   language = {eng},
   location = {London},
   isbn = {978-1-902435-63-3},
   pages = {153-161},
   publisher = {Staff and Educational Development Association (SEDA)},
   title = {Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students},
   url = {https://www.seda.ac.uk/resources/files/publications_262_Ch15_Peer_feedback_to_facilitate_independent_learning_Retiova.pdf},
   year = {2018}
}

TY  - CHAP
ID  - 1556816
AU  - Rétiová, Alica
PY  - 2018
TI  - Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students
VL  - Neuveden
PB  - Staff and Educational Development Association (SEDA)
CY  - London
SN  - 9781902435633
KW  - first-year students
KW  - independent learning
KW  - peer feedback
KW  - sociology
KW  - writing skills
UR  - https://www.seda.ac.uk/resources/files/publications_262_Ch15_Peer_feedback_to_facilitate_independent_learning_Retiova.pdf
L2  - https://www.seda.ac.uk/resources/files/publications_262_Ch15_Peer_feedback_to_facilitate_independent_learning_Retiova.pdf
N2  - The chapter discusses implementation of innovative learning activity of peer feedbacks in the introductory sociology seminar. The objective of the activity was to develop students’ writing skills and independent learning skills. In the first half of the semester, students were provided by teacher's feedback to their weekly position papers to set the model of good practice. Afterwards, the peer feedback activity was introduced by thorough class discussion of characteristics of constructive feedbacks. Subsequently, in the period of three weeks, students wrote and provided peer feedback within unchanged peer triads. The innovation was evaluated by data triangulation to document different perspectives on the activity. First, colleague’s observation served to provide independent observer’s perspective on the introduction of the activity to students. Second, teacher’s perspective on students’ progress was recorded and traced in a teaching diary. Third, students’ perspective on the activity was measured by three successive minute papers in each week of the activity to follow progress in time, and a final questionnaire to grasp their opinions on the effectiveness of the activity. Findings confirmed improvement of students’ writing skills, critical thinking and collaborative skills. Development of students’ confidence of independent learners was confirmed only partly. The evaluation revealed students' struggles with feelings of self-doubt as a consequence of acquiring new role of independent learners at the university.
ER  -

RÉTIOVÁ, Alica. Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students. Online. In Gabriela Pleschová, Agnes Simon. \textit{Early career academics’ reflections on learning to teach in Central Europe}. London: Staff and Educational Development Association (SEDA), 2018, s.~153-161. ISBN~978-1-902435-63-3.

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