Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

Abstract

ABSTRACT Research on feedback literacy continues to highlight how students deliver, receive and act upon feedback and how performing these actions inform how they learn. Feedback literacy, as a multidimensional concept, is often composed of seeking feedback, understanding feedback, using feedback, providing feedback, and managing emotions around feedback. What remains largely unexplored is how digital platforms, involving cycles of asynchronous feedback, can enhance the development of peer-to-peer feedback literacy for students in higher education. This article draws on preliminary findings from research comprising surveys, focus groups and semi-structured interviews with observation of digital interaction, capturing how students in the caring professions (n = 21) engaged in feedback literacy on a digital platform. The selected case studies encapsulate both the development of feedback literacy as well as some of its different dimensions such as critical thinking, problem-solving skills and the affective aspect of taking onboard feedback. While each participant in each case study experienced a similar cycle, each experienced it differently in terms of the development of their feedback literacy.