Using feedback strategies to improve peer-learning in welding

Abstract

Due to safety considerations, students’ practice and learning of welding is conducted within individual welding booths. The booth setting presents some challenges to student learning as collaborative learning within a workshop learning environment is compromised. The project reported in this paper, established peer-learning (i.e., students learning from each other) as an opportunity to enhance student learning. Techniques for effective feedback were presented to students as a means of compensating for reported disadvantages of novices’ peer learning. Therefore, this article provides results from introducing peer-learning with relevant feedback techniques, to improve learning outcomes for welding students. This is a practical evidence-based study, reporting findings that are generalisable to the learning of other trade-based disciplines. The feedback strategies proposed are not difficult to introduce to learners and teachers but lead to improved student engagement, improved student meta-cognition and enhanced skill practice and learning.