Peer Feedback: Blinded or Not? A Case Study from a University Teacher Training Course

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review

The study explores the preferences and attitudes of learners in a free-selection, double-blinded peer review learning activity. A total of 58 doctoral students enrolled in a university teacher training course participated in the study by (a) designing a learning activity for the courses they were teaching, and (b) providing peer feedback on their work. Students evaluated the helpfulness of receiving comments from peers against the insights one may reach while reading peer work. At the same time, students’ prefer-ences towards the double-blinded nature of the task were taken into account. Result analysis revealed two distinct attitudes, with participants that prefer double-blinded settings expressing a positive atti-tude and evaluating both roles as helpful (i.e., providing and receiving feedback) in improving one’s work. On the contrary, participants that do not prefer double-blinded settings expressed a negative attitude, dismissing the helpfulness of both roles.
Original languageEnglish
Title of host publication12th Mediterranean Conference on Information Systems – MCIS 2018
Number of pages8
Publication year2018
Publication statusPublished - 2018

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