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

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Peer Feedback : Blinded or Not? A Case Study from a University Teacher Training Course. / Papadopoulos, Pantelis M.; Bjælde, Ole Eggers; Lindberg, Annika Büchert; Obwegeser, Nikolaus.

12th Mediterranean Conference on Information Systems – MCIS 2018. 2018.

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

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Papadopoulos, Pantelis M. et al. "Peer Feedback: Blinded or Not? A Case Study from a University Teacher Training Course". 12th Mediterranean Conference on Information Systems – MCIS 2018. 2018.

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Bibtex

@inproceedings{b43d8cdc1aa248c3a50bea429f2cbb6e,
title = "Peer Feedback: Blinded or Not? A Case Study from a University Teacher Training Course",
abstract = "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.",
author = "Papadopoulos, {Pantelis M.} and Bj{\ae}lde, {Ole Eggers} and Lindberg, {Annika B{\"u}chert} and Nikolaus Obwegeser",
year = "2018",
language = "English",
booktitle = "12th Mediterranean Conference on Information Systems – MCIS 2018",

}

RIS

TY - GEN

T1 - Peer Feedback

T2 - Blinded or Not? A Case Study from a University Teacher Training Course

AU - Papadopoulos, Pantelis M.

AU - Bjælde, Ole Eggers

AU - Lindberg, Annika Büchert

AU - Obwegeser, Nikolaus

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

UR - http://events.di.ionio.gr/mcis2018/wp-content/uploads/2018/10/MCIS2018_paper_61.pdf

M3 - Article in proceedings

BT - 12th Mediterranean Conference on Information Systems – MCIS 2018

ER -