Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica

Abstract

Peer feedback is understood in scholarly literature as an interactive and
sequential process that can support learning. The aim of the present study
was to construct a coding scheme to analyze peer feedback in a blended
university course. Participants comprised eleven students (9F and 2M) and
the course lecturer at the University of Neuchâtel (CH). In each of the forums
provided in the Moodle environment, the students worked in groups
to complete the project elements in successive phases, receiving feedback
from the other students and the lecturer for each element. The categories
of the coding scheme (Positive Aspects, Negative Aspects, Questions, Improvements,
Others) were applied by two independent judges on 41 segments
identified in 19 feedback messages provided by students in the forums.
Results showed that the coding scheme has a high degree of
reliability in the identification of the analysis unit in each message (Index of agreement equal to .97), and in the application of the categories to the content of the unit of analysis (Index of agreement equal to 90%, with Cohen's K = .87). The possible uses of the tool are discussed.