Skriftlig peer feedback imellem studerende i projektgrupper
karakteristika og potentialer
DOI:
https://doi.org/10.7146/dut.v20i37.141656Resumé
Denne artikel undersøger, hvad der karakteriserer skriftlige peer feedbackkommentarer, som studerende skriver til hinanden i projektgrupper, hvor de individuelt eller i undergrupper producerer delafsnit og udkast, der er bidrag til et samlet skriftligt produkt.
Gennem en tematisk analyse af skriftlige kommentarer identificerer artiklen 13 forskellige typer kommentarer og diskuterer to overordnede mønstre. Først, at der er lav grad af begrundelse og baggrund inkluderet i kommentarerne og dernæst, at kommentarerne ofte formuleres som enten/eller valg, der er målrettede mod at gøre teksten færdig.
Analysen opsummeres i en model, der udpeger et potentiale i at undervise og træne studerende i også at anvende procesfokuserende og åbnende kommentarer som en del af deres peer feedback-praksis.
Artiklen bidrager til forståelsen af, hvordan studerende i grupper samarbejder om at forbedre skriftlige tekster gennem peer feedback især i en dansk universitetskontekst.
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