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

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.

Základní údaje

• Originální název: Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students
• Autoři: RÉTIOVÁ, Alica (703 Slovensko, garant, domácí).
• 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

• Originální 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"
• WWW: kapitola kniha
• 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

Anotace

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