Search for dissertations about: "peer feedback"

Showing result 6 - 10 of 29 swedish dissertations containing the words peer feedback.

  2. 6. Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

    Author : Martina Wyszynska Johansson; Göteborgs universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; upper secondary vocational education and training; barn- och fritidsprogrammet; vocational becoming; vocational knowing; vocational concepts; feedback; students experienced curriculum; service work; security officer; learner readiness;

    Abstract : This doctoral thesis explores student experience of vocational becoming, particularly the navigational role of feedback in the process for Swedish upper secondary vocational students. Vocational becoming is explored as conflating the development of vocational knowing and formation of a vocational identity. READ MORE

  4. 7. A Linguistic Analysis of Peer-review Critique in Four Modes of Computer-mediated Communication

    Author : Irina Frisk; Terry Walker; Mats Deutschmann; Philip Shaw; Mittuniversitetet; []
    Keywords : HUMANIORA; HUMANITIES; CMC; Conversation Analysis; conversation management; discussion boards; feedback category; mode of CMC; peer-review discussion; politeness theory; pragmatic strategy; speech act of critique; text-based chat; type of politeness; voice-based chat; VoiceThread;

    Abstract : Abstract The present work is a quantitative and qualitative analysis of pragmatic strategies for delivering critique, and types of politeness, used by undergraduate L2 students of English at different stages of peer-review discussion. The material examined consists of four corpora of authentic conversations between students, the main purpose of which was to give feedback on each other’s contributions during an English A-level course, at Mid-Sweden University. READ MORE

  5. 8. Understanding Group-based Learning in an Academic Context : Rwandan Students’ Reflections on Collaborative Writing and Peer Assessment

    Author : Faustin Mutwarasibo; Ingrid Andersson; Suzanne Parmenius-Swärd; Linköpings universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Group-based learning; higher education; student-initiated groups; instructor-guided group work; collaborative writing; peer assessment; Rwanda; Gruppbaserat lärande; högre utbildning; studentstyrda grupper; lärarlett grupparbete; kollaborativt skrivande; inbördes bedömning; Rwanda;

    Abstract : The overarching aim of the present thesis is to gain knowledge about how Rwandan university students understand and practice group-based learning. Specifically, this research takes a social constructivist perspective when examining how second year students within the area of Modern Languages reflect on collaborative writing and peer assessment as means to promote academic writing and active learning. READ MORE

  6. 9. Feedback and instructional guidance in healthcare simulation debriefings

    Author : Elin Nordenström; Göteborgs universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; conversation analysis ethnomethodology feedback healthcare education self-assessment simulation-based training;

    Abstract : The overall interest of the thesis concerns how students reflect upon and provide feedback on their own performance under the guidance of teachers. This interest is explored in the context of debriefing conversations that followed on simulation-based team training scenarios for healthcare students. READ MORE

  7. 10. Assessing writers, assessing writing : A dialogical study of grade delivery in Swedish higher education

    Author : Janna Meyer-Beining; Göteborgs universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Betygsättning; Högskoleutbildning; Återkoppling psykologi ; Didaktik; Uppsatsskrivning; Education; Higher; Feedback Psychology ; Grading and marking Students ; Academic writing; Teaching;

    Abstract : Assessment feedback has been discussed as an important resource for providing students with a sense of their current performance relative to institutional expectations and with the information needed to close apparent gaps. Pointing out that this involves complex sense-making processes, recent research has stressed the need to change the nature of assessment feedback from teacher telling to student/teacher/peer dialogues. READ MORE