Hvorfor deltager førsteårsstuderende ikke i peer-feedback? Diskursive positioner i førsteårsstuderendes møde med peerfeedback

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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.
OriginalsprogDansk
Artikelnummer36
TidsskriftDansk Universitetspædagogisk Tidsskrift
Vol/bind19
Nummer36
Sider (fra-til)90-106
Antal sider16
ISSN1901-5089
StatusUdgivet - 23 maj 2024

Emneord

  • ikke-deltagelse
  • Førsteårspædagogik
  • positionering
  • diskurs
  • vidensformer
  • implicit

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