As an educator, I find this new study from Michigan State University a bit troubling. Quite simply, peer feedback was more beneficial than teacher feedback in an online psychology course.
The research study, co-authored by Michigan State University associate professor of education, Carey Roseth, published recently in the International Journal of Educational Research, found that when students were given feedback to the question, “Why do I have to learn this” from a peer (a confederate posing as a peer) the student averaged a 92 percent for the entire semester long course.
The students who received the feedback from the teacher earned an 86 percent for the course.
Quite surprisingly, the control group, those that did not receive any feedback, earned a 90 percent for the course-still better than those that earned feedback from a teacher.
Professor Roseth explains,”… As a student, I can identify with my peers and imagine myself using the course material in the same way they do. This gives the material meaning and a sense of purpose that goes beyond memorization. When I hear a peer’s story, it connects to the story I am telling myself about who I want to be in the future.”
Questions for Discussion
- How many students were in each of the groups? (Why is it important to know the sample size?)
- If there was only one course instructor, what other possible explanations for this outcome could there be?
- Do you predict the outcomes would be the same in a face to face course?
- What did the script say? Why is it important to know what the script was-how could the wording of the script impact the outcome? Would the response be different with a different script?
- These were all introductory education students-could that have an impact on the results?
- How else could you extend this research-replicate, different subjects different design?
- How could you use this information in your own classroom?
For more information, please read Andy Henion’s article on the Michigan State University website, MSU Today.
Wide Open Research 