The use of an Audience Response Systems to provide peer feedback.

As mentioned in previous postings a feedback model which has direct relevance to the use of audience response systems is presented by Nicol & Macfarlane-Dick (2006). This model places the effectiveness of feedback being determined by the individual student (on the assumption that they get feedback which is appropriate and timely from the lecturer).

The model proposes that the feedback needs to be active, and not simply transmissive. The student who is receiving the feedback needs to be easily able to construct meaning from the feedback message. In other words, they need to internalise it.

To enhance the effectiveness of this external feedback, Nicol and MacFarlane-Dick (2006) suggest that the feedback should be more of a dialogue that simply information transmission. They suggest that in large group teaching this is very difficult to implement, therefore, the use of audience response systems might act as a trigger for teacher managed discussion.

They also suggest that the use of peer feedback is also a very powerful and effective feedback mechanism. As students can explain it to each other in ways that are more accessible, it will expose students to alternative perspectives, and through giving the feedback it will enhance students objectivity which should transfer into their own work.

This made me wonder, in large group teaching to what degree are students undertaking peer feedback during audience response questions?

To help inform me of the answer I observed a lecture using audience response technology, and noticed the high degree of conversation going on. In response I surveyed the students to try to identify if peer feedback was being undertaken.

The results suggest some very interesting insights.  The sample size was 17 students (out of a possible 43 who attended the lecture). To try to capture this external feedback in the model, and the perceived value of this to the individual student I asked three questions;

Did you discuss any of the questions and any of your answer with another person BEFORE you voted? Yes = 3, No = 14

Did you discuss any of the questions and any of your answer with another person AFTER the results were made available? Yes = 12, No = 5

To what extent do you agree with the following statement; "I found being able to see the responses to the questions by other people in the class really important for my learning"

Strongly agree = 6
Agree = 9
Neutral = 2
Disagree = 0
Strongly disagree = 0

Clearly, the responses indicate that students do give feedback to each other as they discuss the questions, and their responses after the votes have been displayed. It also indicates that students find this very beneficial in their learning.

So how might we use this to inform our practice? Well, we should factor this feedback loop in when using the response systems. Give students time to discuss the results before we (the lecturers) move onto the next point, or we feedback.

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