Emotionelt arbejde og læring i asynkron peer-feedback

Helle Merete Nordentoft; Karen Louise Møller

doi:10.7146/dut.v17i33.129425

Authors

Helle Merete Nordentoft DPU-AU
Karen Louise Møller Centre for Educational Development, Aarhus Universitet

DOI:

https://doi.org/10.7146/dut.v17i33.129425

Abstract

Tidligere forskning i peer-feedback har fokuseret på, hvordan kognitive og indholdsmæssige frem for emotionelle forhold har betydning for studerendes læring. Denne artikel undersøger sammenhænge mellem deres læring og det det emotionelle arbejde, der kan være forbundet med asynkron peer-feedback via Screencast. I et emotionssociologisk perspektiv undersøger vi med afsæt i tre fokusgruppeinterviews, hvordan informanterne oplever at få og give peer-feedback til en ”usynlig” modtager. Resultaterne viser, at asynkron peer-feedback har et stort lærings-potentiale, hvor studerende får indsigt i egne opgaver gennem indblik i medstuderendes arbejde. Følgende tre emotionelle balancer præger deres peer-feedback og emotionelle arbejde: 1. At udvise personligt nærvær samtidig med faglig distance. 2. At integrere egne forventninger med modtagers. 3. At balancere faglig sikkerhed og usikkerhed. Vi sammenfatter disse fund i en dialogisk model, der kan anvendes i kvalificeringen af studerendes arbejde med peer-feedback på synkrone møder før og efter asynkron peer-feedback.

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Emotionelt arbejde og læring i asynkron peer-feedback

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