Why aren't they participating?
Discursive positions in first-year students' encounter with peer feedback
DOI:
https://doi.org/10.7146/dut.v19i36.140456Abstract
Abstract
Research on peer feedback has mainly focused on the impact of peer feedback on students’ learning and academic skills. In this article, we employ a critical perspective and explore why some students choose not to participate in peer feedback. Drawing on focus group interviews and written student evaluations of a peer feedback programme for first-year bachelor students, we identify students’ implicit assumptions about peer feedback in four discursive positions of non-participation: the investor position, the blind position, the assessment-oriented position and the vulnerable position. The analytical findings suggest tensions both between what students in different positions expect from peer feedback, and between what students and the university assume about the potentials of peer feedback in academic learning. In discussing the implications of our findings, we introduce and discuss the concept of an “implied lecturer” to capture students’ implicit assumptions about what a university lecturer is and should be.
References
Biesta, G. (2014). Den smukke risiko. Aarhus: Klim.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative research in sport, exercise and health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Brinkmann, S., & Tanggaard, L. (2010). Kvalitative metoder: en grundbog. København: Hans Reitzels Forlag.
Brousseau, G. (1998). Théorie des situation didactiques. La pensée sauvage. Coll. Researches en didactique et matématiques.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 44-63. https://doi.org/10.1111/j.1468-5914.1990.tb00174.x
Gale, T., & Parker, S. (2014). Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), 734-753. https://doi.org/10.1080/03075079.2012.721351
Gibbs, G., & Simpson, C. (2004-2005). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Goffman, E. (1974). Frame Analysis. New York: Harper and Row.
Goffman, E. (1989). Forms of Talk. Oxford: Blackwell.
Hvass, H., & Heger, S. (2018). Brugbar peerfeedback. Instruktion og træning, før de studerende selv skal give og modtage. Dansk Universitetspædagogisk Tidsskrift, 13(25), 59-70. https://doi.org/10.7146/dut.v13i25.97052
Irwin, B. (2019). Enhancing Peer Feedback Practices through Screencasts in Blended Academic Writing Courses. JALT CALL Journal, 15(1), 43-59. https://doi.org/10.29140/jaltcall.v15n1.158
O'Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback [journal article]. Higher Education, 74(4), 617-633. https://doi.org/10.1007/s10734-016-0068-y
Jensen, A. S. (2023). "Jeg tror, at alle føler en eller anden form for stress": Er universitetsstuderendes oplevelser med stress en indikation på mistrivsel? Danish Journal of Education Studies, 2. https://doi.org/10.7146/djes.v2i.133664
Kristensen , J. E. (2017). Globalisering og livslang læring. In O. Korsgaard, Kristensen, Jens Erik , & H. S. Jensen (Eds.), Pædagogikkens idehistorie (pp. 359-416). Aarhus: Aarhus Universitetsforlag. https://doi.org/10.2307/j.ctv3405v66.12
Krueger, R. A. (1997). Developing questions for focus groups. London: SAGE. https://doi.org/10.4135/9781483328126
Lundstrom, K., & Baker, W. (2009, 2009/03/01). To give is better than to receive: The benefits of peer review to the reviewer's own writing. Journal of Second Language Writing, 18(1), 30-43. https://doi.org/10.1016/j.jslw.2008.06.002
McGarr, O., & Clifford, A. M. (2013). 'Just enough to make you take it seriously': exploring students' attitudes towards peer assessment. Higher Education, 65(6), 677-693. http://www.jstor.org/stable/23481591 . https://doi.org/10.1007/s10734-012-9570-z
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment and evaluation in higher education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559
Nicol, D., Thomson, A., & Breslin, C. (2014, 2014/01/02). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. https://doi.org/10.1080/02602938.2013.795518
Nordentoft, H. M., Hvass, H., Mariager-Anderson, K., Bengtsen, S. S., Smedegaard, A., & Warrer, S. D. (2019). Kollektiv Akademisk Vejledning. Fra forskning til praksis. Aarhus Universitetsforlag. https://doi.org/10.2307/j.ctv34wmpx7
Nordentoft, H. M., & Møller, K. L. (2020). "Vi ved godt, at det bare er på 'note-plan'" - Studerendes digitale læringsstrategier i peer feedback via Screencast. Tidsskriftet Læring og Medier (LOM), 13(23), 1-17. https://doi.org/10.7146/lom.v13i23.122012
Nordentoft, H. M., & Møller, K. L. (2022). Emotionelt arbejde og læring i asynkron peer feedback. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.129425
Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), 581-593. http://www.jstor.org/stable/23473513 . https://doi.org/10.1007/s10734-012-9564-x
O'Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback [journal article]. Higher Education, 74(4), 617-633. https://doi.org/10.1007/s10734-016-0068-y
Race, P. (2001). Using feedback to help students to learn. The Higher Education Academy. https://www.jcu.edu.au/__data/assets/pdf_file/0016/104209/jcu_121468.pdf
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
Seiden Hyldegård, J., & Jensen, H. N. (2023). The implied peer: thesis writers' feedback activities and experiences in group supervision. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2023.2212273
Stevens, D. D., & Levi, A. (2013). Introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning (2 ed.). Sterling, Va: Stylus Pub.
Thomsen, R., & Nordentoft, H. M. (2012). Kollektiv Akademisk Vejledning - et bud på en ændret organisering af vejledningen på universitetet. Dansk Universitetspædagogisk Tidsskrift, 7(12), 106 - 116. https://doi.org/10.7146/dut.v7i12.5857
Ulriksen, L. (2009). The implied student. Studies in Higher Education, 34(5), 517-532. https://doi.org/10.1080/03075070802597135
Wichmann-Hansen, G., Thomsen, R., & Nordentoft, H.M. (2015). Challenges in collective academic supervision: Supervisors' experiences from a master programme in guidance and counseling. Higher Education, 70(1), 19-33. http://www.jstor.org/stable/43648851 . https://doi.org/10.1007/s10734-014-9821-2
Winstone, N., & Carless, D. (2019). Implementing peer feedback. In Designing Effective Feedback Processes in Higher Education. A Learning-Focused Approach (pp. 132-148). Routledge. https://doi-org.ez.statsbiblioteket.dk:12048/10.4324/9781351115940 . https://doi.org/10.4324/9781351115940-9
Downloads
Published
How to Cite
Issue
Section
License
DUT udkommer elektronisk via Statsbibliotekets Open Journal System (Tidsskrift.dk) og DUNs hjemmeside (DUN-net.dk) forår og efterår. Det er gratis og frit tilgængeligt at læse og downloade artikler fra tidsskriftet.
Det er ikke muligt at abonnere på Dansk Universitetspædagogisk Tidsskrift, DUT, men hvis du er medlem af DUN, får du tilsendt en nyhedsmail med link til udgivelsen, når den nyeste udgave er online. Linket vil også være tilgængeligt her på siden, så snart tidsskriftet er publiceret.
© Copyright
Artikler publiseret i Dansk Universitetspædagogisk Tidsskrift, DUT, må bruges (downloades) og genbruges (distribueres, kopieres, citeres) til ikke-kommercielle formål med reference til forfattere og Dansk Universitetspædagogisk Tidsskrift.
Artikler indsendt til Dansk Universitetspædagogisk Tidsskrift må ikke publiseres i andre tidskrifter.
Betingelser
Artikler i Dansk Universitetspædagogisk Tidsskrift, DUT, er omfattet af ophavsretsloven, og der må citeres fra dem.
Følgende betingelser skal dog være opfyldt:
- Citatet skal være i overensstemmelse med „god skik“
- Der må kun citeres „i det omfang, som betinges af formålet“
- Ophavsmanden til teksten skal krediteres, og kilden skal angives ift. ovenstående bibliografiske oplysninger.
