Peer feedback in higher education: How students’ roles affect providing and receiving feedback

Abstract

In this study, we aimed to explore the impact of different roles of feedback providers on their experience of providing feedback, as well as their influence on the feedback receivers’ responses to feedback. The students who performed the assignment (creating learning material) assumed the role of peer experts (N=22) in providing feedback. The other students (N=22) took on the role of peer users as they used the developed learning materials. The data on the students’ experiences were collected using the Intrinsic Motivation Inventory. The response to feedback was explored via interviews with the peer experts. Findings indicate that the peer experts exhibited a higher sense of competence than the peer users. Their feedback was perceived as more clear, specific, and useful than that provided by the peer users. According to the Self-Determination Theory, we highlight the importance of different task design features for students’ sense of competence, relatedness, and autonomy.