Research on How Guiding Questions Influence Peer Feedback in Project-based Learning within Higher Education Context
Peer feedback plays an important role in higher education and is regarded as a vital component of formative evaluation.However,peer feedback occurring in the classroom does face significant challenges.To address this,guiding questions serve as scaffolding for peer feedback,noticeably enhancing the quality of peer feedback and promoting teaching effectiveness.This research primarily employs a quasi-experimental method and selects 46 undergraduates enrolled in a course.Through content analysis,correspondence analysis,and regression analysis,the study examines how guiding questions,written in different ways and at different stages,influence peer feedback.It is discovered that students are more inclined to write guiding questions of the critique type,while more diverse types of guiding questions are generated when written in groups or during the final presentation stage.Furthermore,different types of guiding questions contribute to different types of peer feedback and have a significant impact on the quality and effectiveness of the feedback.Guiding questions of the sharing type,brainstorming type,and evaluating type tend to elicit peer feedback of high quality and high adoption.
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维普
