Peer feedback: moving from assessment of learning to assessment for learning

Wagner, Sigrun M.

doi:10.47408/jldhe.v0i0.335

Cited by 2 publications

(2 citation statements)

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“…Smidt (2009) argues that the process of teaching writing therefore needs to be dialogic, and Lavelle (2009) contends that modelling (examining examples of work by other students) is also an essential component of comprehending academic discourses. Writing development thus inherently requires a social-constructivist approach to knowledge, and for students to be given opportunities to discuss and practise their own meaning-making; Beal (1993), Allal et al (2005) and Wagner (2016) demonstrate the efficacy of peer collaboration to revise and improve writing. As such, writing development has particular demands to provide opportunities for active and collaborative learning as well as knowledge transmission.…”

Section: Teaching Academic Writingmentioning

confidence: 99%

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Hancock¹

2019

jldhe

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This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses.

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Section: Teaching Academic Writingmentioning

confidence: 99%

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Hancock¹

2019

jldhe

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“…The activity involves group work so participants benefit from peer learning, which is important in writing development (Wagner, 2016), and can share their feelings about the task. Learners leave the session with a sense of how an academic-literacies approach has benefited them, and how it might assist their students.…”

Section: Why This Idea?mentioning

confidence: 99%

Ideas for Active Learning

2022

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Peer feedback: moving from assessment of learning to assessment for learning

Cited by 2 publications

References 31 publications

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

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