Negotiating self- and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback

Abstract

Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context of teamwork competencies. In total, 519 undergraduates’ self- and peer-ratings and feedback and a matching number of reflective journals were coded for how students internally negotiate self- and peer-feedback on teamwork competencies. The analysis of ratings shows upward trajectories of self- and peer-ratings over time, and the analysis of journals suggests students were more effective in building their teamwork competencies when they negotiate their experiences by giving attention to positive affect, goal intention and performance. These findings highlight the importance of priming students to be reflective of self- and peer-feedback via a written and codified reflective journal.

Keywords:

• self-feedback
• peer-feedback
• reflection

Acknowledgements

The authors would like to thank the participants in the study for allowing us to gain insight into their reflective journals. We greatly appreciate the feedback we received from Editor, Prof. Malcolm Tight and the anonymous reviewers.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Nanyang Technological University EdeX Grant from Teaching, Learning & Pedagogy Division and Nanyang Business School Strategy, Management & Organisation Division Grant.