Facilitating Peer-feedback as Competence in Project-Oriented Online Teaching

Abstract

Peer-feedback is a popular activity in the competence-oriented university education, which has been significant in Denmark since around 2000 (Christiansen et al., 2015). Learning not only how to receive, but also how to provide peer-feedback facilitates so-called “deep learning”, in which the students reflect on their own learning process and develop their own selfevaluation competences (Nicol et al., 2014). As such, peer feedback feeds into concepts of student centered and dialogue based leaning, which prescribe that students’ leaning outcome increase, when they act as active participants and co-producers of the teaching and learning situation (CookSather et al., 2014). Furthermore, in imitating the academic peer review process, peer-feedback has been highlighted as a way to construct research based learning that helps the students to develop a critical approach to academic knowledge production (Horst, 2018).