”Vi ved godt, at det bare er på ’note-plan´” - Studerendes digitale læringsstrategier i peer feedback via Screencast

Forfattere

DOI:

https://doi.org/10.7146/lom.v13i23.122012

Nøgleord:

Peer feedback, Screencast; digtial læringsstrategi; dialog;

Resumé

Screencast er et digitalt format, som giver mulighed for at give tekstnær peer feedback via lyd og billede. Der er forskningsmæssigt belæg for, at det kvalificerer underviserens feedback (Killingback, Ahmed, & Williams, 2019), men det er ikke undersøgt, hvilke digitale læringsstrategier de studerende bruger i anvendelsen af formatet i deres peer feedback. I næranalyser af 10 autentiske screencasts undersøger vi, hvilke digitale læringsstrategier studerende bruger i balancen mellem at give kritisk og anerkendende peer feedback. Med afsæt i Bakhtins dialogbegreb (Bakhtin, 1981) og Goffmans facework teori (Goffman, 1972) identificerer vi tre læringsstrategier i deres dialoger med teksten og den modtager, de forestiller sig. Strategierne viser, hvordan de studerende forhandler deres relation og akademiske faglighed multimodalt gennem fx ord og brug af kropssprog. I deres dialog balancerer de mellem at fremstå som en kompetent akademiker og loyal medstuderende. Brug af feedback på screencast kan udvikle deres faglige, digitale samt arbejdsrettede kompetencer.

Referencer

Aghaee, N., & Keller, C. (2016). ICT-supported peer interaction among learners in Bachelor's and Master's thesis courses. Computers & Education, 94, 276-297.

Bakhtin, M. M. (1981). The Dialogic Imagination. Four Essays. Austin & London: University of Texas Press.

Bjørndal, C. (2012). Veilederes møte med seg selv. Betydningen av videoopptak og transkripsjon som utviklingsredskap. In A. Ulvestad & F. Kärki (Eds.), Flerstemt veiled-ning (pp. 335-355). Oslo: Gyldendal.

Brousseau, G. (1998). Théorie des situation didactiques. Grenoble: La pensée sauvage. Coll.Researches en didactique et matématiques.

Buber, M. (2004). I and Thou. London: Continuum.

Cunningham, K. J. (2019). Student Perceptions and Use of Technology-Mediated Text and SC Feedback in ESL Writing. Computers and Composition, 52, 222-241.

Dalsgaard, C., & Paulsen, M. F. (2009). Transparency in Cooperative Online Education. International Review of Research in Open & Distance Learning, 10(3), 1-22.

Dysthe, O. (2003). Dialog, samspil og læring. Århus, Forlaget Klim.

dLu, R., & Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Journal of Interactive Online Learning, 6(2), 100-115.

Dohn, N. (2007). IT-baserede læreprocesser – nogle muligheder og nogle begrænsninger. Dansk Universitetspædagogisk Tidsskrift, 2(4), 41-49.

Frank, A. (2005). What is dialogical research and why should we do it? Qualitative Health Research, 15(7), 964–974.

Goffman, E. (1959). Presentation of Self in Everyday Life. New York: Double Day Anchor.

Goffman, E. (1972). On Face-work: an Analysis of Ritual Elements in Social Interaction. In J. Laver & S. Hutcheson (Eds.), Communication in Face to Face Interaction (pp. 319-346). London: Penquin Books.

Gore, J. M. (1995). On the Continuity of Power Relations in Pedagogy. International Studies in Sociology of Education, 5(2), 165-188.

Hattie, J. A. and G. M. Donoghue (2016). "Learning strategies: a synthesis and conceptual model." npj Science of Learning 1(16013). Igland, M.-A., & Dysthe, O. (2003). Mikhail Bakhtin og sociokulturel teori. In O. Dysthe (Ed.), Dialog, samspil og læring (pp. 109-124). Århus: Forlaget Klim.

Irwin, B. (2019). Enhancing Peer Feedback Practices through SCs in Blended Academic Writing Courses. JALT CALL Journal, 15(1), 43-59.

Jaber, R., & Kennedy, E. (2017). "Not the Same Person Anymore": Groupwork, Identity and Social Learning Online. Distance Education, 38(2), 216-229.

Killingback, C., Ahmed, O., & Williams, J. (2019). ‘It was all in your voice’ - Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and SC): A qualitative literature review. Nurse Education Today, 72, 32-39. 2

Lave, J., & Wenger, E. (2003). Situeret læring - og andre tekster. København: Hans Reitzels Forlag.

Lerner, G. (1996). Finding "Face" in the Preference Structures of Talk-in-Interaction. Social Psychology Quarterly, 59(4), 303-321.

Lillejord, S., & Dysthe, O. (2008). Productive learning spaces - a theoretical discussion based on two cases. Journal of Education and Work, 21(1), 75-89.

Lundstrom, K., & Baker, W. (2009). 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.

Mahoney, P., Macfarlane, S., & Ajjawi, R. (2019). A Qualitative Synthesis of Video Feedback in Higher Education. Teaching in Higher Education, 24(2), 157-179.

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.

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122.

Nordentoft, H. M. (2015). Linedans på video. Vejlederforum, 8(4).

Nordentoft, H. M., & Olesen, B. R. (2014). Kommunikation i kontekst. København: Munksgaards Forlag.

Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013a). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), 581-593.

Nordentoft, H. M., Thomsen, R., & Wichmann-Hansen, G. (2013b). Collective academic supervision: a model for participation and learning in higher education. Higher Education, 65(5), 581-593.

Nuthall, G. (2005). The cultural myths and realities of classroom teaching and learning: A personal journey. Teachers College Record, 107(5), 895-934.

Phillips, L. (2011). The Promise of Dialogue. The dialogic turn in the production and communication of knowledge. Amsterdam: John Benjamins Publishing Company.

Skagen, K. (2003). Vejledningssamtaler i et Bakhtinsk perspektiv. I O. Dysthe (Ed.), Dialog, samspil og læring (pp. 197-214). Århus: Forlaget Klim.

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.

West, R. E., Jay, J., Armstrong, M., & Borup, J. (2017). “Picturing Them Right in Front of Me”: Guidelines for Implementing Video Communication in Online and Blended Learning. TechTrends, 61(5), 461-469. doi:10.1007/s11528-017-0208-y

Winstone, N. and D. Carless (2019). Implementing peer feedback. Designing Effective Feedback Processes in Higher Education. A Learning-Focused Approach. London, Routledge: 132-148.

Wedel, N. f. (2017). Peer learning. Kbh.: Hans Reitzel.

Wichmann-Hansen, G., Thomsen, R., & Nordentoft, H. (2015). Challenges in Collective Academic Supervision: supervisors’ experiences from a Master Programme in Guidance and Counselling. The International Journal of Higher Education Research, 70(1), 19-33. doi:10.1007/s10734-014-9821-2

Zimmerman, B. J. (2002). "Becoming a Self-Regulated Learner: An Overview." Theory Into Practice 41(2): 64.

Downloads

Publiceret

2020-12-08

Citation/Eksport

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), 17. https://doi.org/10.7146/lom.v13i23.122012