peer feedback, project based learning, student perceptions,engineering education
This Study investigates the impact of peer feedback used as an instructional strategy to enhance undergraduate student learning in project based
coursework. While peer feedback has been demonstrated to support students’
learning in traditional classrooms, little is known about the efficacy in a project
based learning environment. This study aims to examine undergraduate students’
perceptions of the value of giving and receiving peer feedback, specifically related
to a project based learning activity. In addition, the impact of that feedback on
students’ satisfaction with the project based module they undertook and on their
thinking skills, based on Bloom’s taxonomy, was also investigated. In order to
explore this impact a comparative analysis was conducted with a concurrently
running module that they completed which acted as the control. Results suggest
that the quality of students’ reflections through peer feedback and overall
satisfaction with the module remained high despite students’ preference for
instructor feedback. Students noted that peer feedback can be valuable and, more
importantly, described how giving feedback not only reinforced their learning but
enabled them to achieve greater awareness of the strengths and weaknesses of
their own project.