To use or not to use? Understanding the connection between using peer and tutor feedback and self-regulated learning
DOI:
https://doi.org/10.17159/ev3ajs24Keywords:
feedback, peer/tutor review, higher education, assessment, self-regulated learningAbstract
Peer and tutor feedback can play a significant role in developing self-regulated learners. It is generally perceived that giving peer feedback is more useful to students. However, the extent to which peer feedback is used is relatively under-researched. This paper examines the use of peer and tutor feedback by undergraduate students. Data were collected qualitatively by means of a student questionnaire. The results show that most students passively and uncritically implemented all the tutor feedback, mostly because they regarded the tutor as the expert. However, the validity of feedback from peers was questioned and challenged, implying that more engagement occurred when implementing peer feedback than tutor feedback. The results suggest that although using tutor feedback may have resulted in better quality essays, using peer feedback led to more critical engagement with the feedback and in so doing enabled greater self-regulated learning.
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