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Peer feedback is by nature a social process and, if not taken into account, this social nature could harm students’ learning or well-being. Indeed, it has been shown that some variables linked to the social nature of peer feedback, like psychological safety or trust, impact students’ perceived learning. However, the impact of the social nature of peer feedback is still not well understood. This quasi-experimental study aims to investigate if a training targeting the social nature of peer feedback has a positive impact on students’ learning, students’ perceptions (regarding psychological safety, trust in the self, trust in others and the importance of anonymity) and the quality of feedback provided by students. Third-year students taking a seminar on the didactic of acrobatic sports took part in an intervention study using a quasi-experiment with pre- and posttest design. The first cohort of students (control group) only received training in providing high-quality feedback while the second cohort (experimental group) additionally receive training targeting the social nature of peer feedback. Data collection for the control group was finalised, while it is ongoing for the experimental group. Preliminary results indicate no difference in students’ perception between the pre- and the posttest for the control group. This suggests that students' perceptions are not altered by simply receiving training on the provision of high-quality feedback and participating in a peer feedback activity. Further analyses will compare the evolution of students’ perceptions in the control and experimental groups.
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Senden, M., De Jaeger, D., & Coertjens, L. (2021). The impact of training targeting the social nature of peer feedback. EARLI 2021, Gothenburg (online). https://hdl.handle.net/2078.5/113527