You activate your students

When using Peer-to-peer feedback it is necessary for the students to have a thorough understanding of the course material, if they are to give their peers constructive and pertinent feedback. Thereby you activate them in your classes by giving them the task of having to provide peer-to-peer feedback, because it is now even more important for them to understand the material that you are teaching. This role can therefore function as a motivator since the students now have a greater sense of responsibility towards each other. Furthermore, it also functions as a way for the students to gain greater knowledge of the teaching material.

You elevate the students' PBL- competences

When using peer-to-peer feedback the students gain deeper insight into receiving and subsequently acting on the feedback they receive. Therefore, their competences for PBL are elevated. When it is time for the students to give peer to peer feedback the students are left to their own devices for a time, and thereby they are responsible for their own learning which also contributes to developing their PBL competences. Furthermore, the students are being put in a situation where they need to consider the teaching material critically, while also having to hone their argumentation skills. This provides the students with the opportunity to gain skills for reflection and heightened insight into their learning process.

You create a safe learning environment

When the students provide feedback for one another, it also has the pedagogical advantage of the students having to rely on help and guidance from one another, in relation to working with the study material. Thereby this study activity can contribute to creating a learning environment where the students feel safe, which is something that benefits them throughout the course, not just when the study activity takes place.

You can support various activities

Peer-to-peer feedback can take many different forms. The students can do it one on one, in groups as an active part of the teaching process or the activity can take place outside of allotted time for in class teaching.

Peer-to-peer feedback can be facilitated by using various Learning Technologies, depending on which form of peer-to-peer feedback you wish to conduct. The main rule is that all Learning Technologies that have a comment function of some sort can be used for peer-to-peer feedback. The various technologies are suited for different activities. For example, Moodle and Peergrade provides you with the opportunity to plan an activity, where the students upload a document and then matched with other students. Padlet, on the other hand, is more suited for the quick version of peer-feedback. The students can provide to each other through the like function through Padlet.

You gain many advantages - but remember

Even though peer-to-peer feedback has many advantages and can be used across educations and faculties you should consider the students’ academic level and at what point in the teaching process to include this activity. If the students have yet to achieve a basic understanding of the teaching material it might feel too difficult and uncomfortable for the students to provide feedback to others. Therefore, you should include this activity when you feel confident that the students have reached a level where they are comfortable with the teaching material.

You can always seek help and guidance at CDUL

If you want to include peer-to-peer feedback as an activity in your teaching, but you are not sure what Learning Technology to use or what form the peer-to-peer feedback is most suited for your teaching, you are always welcome to contact CDUL. Two of our learning consultants, Lisa Klemm and Jonas Svenstrup Sterregaard have hosted a webinar about the implantation of peer-to-peer feedback in teaching, and you can contact them directly here.