Designing peer feedback in higher education : building trust and psychological safety among students
(2024)
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ThèseversionfinaleMorganeSendenDesigningpeerfeedbackinHEBuildingtrustandpsychologicalsafetyamongstudents.pdf
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Details
- Authors
- Supervisors
- Coertjens, Liesje
- Abstract
- The use of peer feedback in higher education has multiple advantages: it fosters student learning, contributes to the development of feedback skills, and helps students develop the skills needed for lifelong learning. Notwithstanding these benefits, students are often reluctant to engage in peer feedback and express many concerns. These concerns emerge from the fact that peer feedback is a social activity involving interpersonal processes. This dissertation focuses on three interpersonal processes that play an important role in peer feedback: trust in the self as an assessor, trust in the other as an assessor, and psychological safety. Even though it is known that these three factors are important to consider when designing peer feedback activities, there is a scarcity of studies investigating how this could be done. Therefore, through a literature review and three empirical studies, this dissertation aims to better understand how peer feedback activities can be designed to optimize interpersonal processes. More specifically, it aims to discover if students’ perceptions of trust and psychological safety can be optimized using an intervention consisting of training whether or not combined with a backward evaluation.
- Affiliations
UCLouvain SSH/IPSY - Psychological Sciences Research Institute
Citations
Senden, M. (2024). Designing peer feedback in higher education : building trust and psychological safety among students. https://hdl.handle.net/2078.5/232711