Hvorfor deltager de ikke?

Diskursive positioner i førsteårsstuderendes møde med peerfeedback

Forfattere

  • Anna Skov Jensen Aarhus Universitet
  • Katrine Mygind Bach Aarhus Universitet
  • Helle Merete Nordentoft Aarhus Universitet
  • Karen Louise Møller Aarhus Universitet
  • Kristina Mariager-Anderson Aarhus Universitet

DOI:

https://doi.org/10.7146/dut.v19i36.140456

Resumé

Forskning i peerfeedback har primært fokuseret på peerfeedbacks potentiale for at bidrage til studerendes læreprocesser og udvikling af akademiske færdigheder. I denne artikel undersøger vi, med afsæt i et peerfeedbackforløb for bachelorstuderende på første år, hvorfor nogle studerende vælger ikke at deltage i peerfeedback. På baggrund af fokusgruppeinterviews og skriftlige studenterevalueringer undersøger vi gennem et positioneringsperspektiv de studerendes implicitte antagelser om peerfeedback og opstiller fire diskursive positioner for ikke-deltagelse: investorpositionen, den blinde position, den bedømmelsesorienterede position og den sårbare position. De analytiske fund viser både spændinger mellem forventninger til peerfeedbackforløb studerende imellem og spændinger mellem studerendes og universitetets antagelser om peerfeedbacks læringspotentiale. I diskussionen af, hvordan vores fund bidrager til eksisterende viden, introducerer og diskuterer vi begrebet "den implicitte underviser", der  bruges til at indfange de studerendes implicitte antagelser om, hvad en universitetsunderviser er og bør være.

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Publiceret

2024-05-23

Citation/Eksport

Skov Jensen, A., Mygind Bach, K., Nordentoft, H. M., Møller, K. L., & Mariager-Anderson, K. (2024). Hvorfor deltager de ikke? Diskursive positioner i førsteårsstuderendes møde med peerfeedback. Dansk Universitetspædagogisk Tidsskrift, 19(36). https://doi.org/10.7146/dut.v19i36.140456