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, p. 153-161. ISBN 978-1-902435-63-3.

Basic information

• Original name: Peer Feedback to Facilitate Independent Learning among First-Year Sociology Students
• Authors: RÉTIOVÁ, Alica (703 Slovakia, guarantor, belonging to the institution).
• Edition: London, Early career academics’ reflections on learning to teach in Central Europe, p. 153-161, 9 pp. 2018.
• Publisher: Staff and Educational Development Association (SEDA)

Other information

• Original language: English
• Type of outcome: Chapter(s) of a specialized book
• Field of Study: 50300 5.3 Education
• Country of publisher: United Kingdom of Great Britain and Northern Ireland
• Confidentiality degree: is not subject to a state or trade secret
• Publication form: electronic version available online
• WWW: kapitola kniha
• RIV identification code: RIV/00216224:14230/18:00110684
• Organization unit: Faculty of Social Studies
• ISBN: 978-1-902435-63-3
• Keywords in English: first-year students; independent learning; peer feedback; sociology; writing skills
• Tags: rivok
• Tags: International impact, Reviewed

Abstract

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.

Links

• 2016-1-SK01-KA203-022551, interní kód MU: Name: Extending and reinforcing good practice in teacher development (Acronym: ERGP)

Investor: European Union, Strategic Partnerships in the field of education, training and youth