Abstract

Peer feedback can be a tool to help higher education students develop presentation skills. This process can be supported by using online tools that enable peers to provide feedback annotated to specific moments in the presentation. The current paper investigated whether providing and receiving peer feedback using an online tool was related to improvement in students’ presentation skills, whether students provided different peer feedback in comments and annotations, and whether student characteristics played a role in students’ presentation skill improvement. Results from 56 second-year undergraduate Education and Child Studies students indicate that providing and receiving feedback did not relate to students’ improvement in presentation skill, and that high ability students showed less improvement in presentation skills than medium and low ability students did.

摘要

同伴反馈可以成为帮助高等教育学生发展演讲技巧的工具。这个过程可以通过使用在线工具来支持，这些工具使同行能够提供注释到演示文稿中的特定时刻的反馈。目前的论文调查了使用在线工具提供和接收同伴反馈是否与学生演讲技巧的提高有关，学生是否在评论和注释中提供了不同的同伴反馈，以及学生特征是否在学生演讲技巧的提高中发挥了作用。来自 56 名二年级本科教育和儿童研究学生的结果表明，提供和接受反馈与学生演讲技巧的提高无关，