Written peer feedback among students in project groups: characteristics and potentials
karakteristika og potentialer
DOI:
https://doi.org/10.7146/dut.v20i37.141656Abstract
This article investigates the characteristics of written peer feedback comments that students provide to each other in project groups, where they individually or in subgroups produce sections and drafts contributing to a collective written product. Through a thematic analysis of written comments, the article identifies 13 different types of comments and discusses two overarching patterns. First, there is a low degree of justification and background included in the comments, and second, the comments are often formulated as either/or choices, aimed at finalizing the text. The analysis is summarized in a model that highlights the potential of teaching and training students to also use process-focused and open comments as part of their peer feedback practice. The article contributes to the understanding of how students in groups collaborate to enhance written texts through peer feedback, particularly in a Danish university context.
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