Abstract
This paper reports focus group findings from the first phase of a two-phase teaching development grant (TDG) project at a university in Hong Kong. The students joining the focus groups were enrolled in a course of a higher diploma programme in early childhood education. They were guided by their teacher to conduct peer feedback during a session of oral presentations on group projects. The peer feedback practice involved students writing feedback comments for peer groups on iPads or mobile phones and uploaded the peer feedback to a free e-learning platform called ‘Padlet’. The focus groups revealed some findings that reinforced existing evidence as well as new findings. Copyright © 2018 Advance HE.
| Original language | English |
|---|---|
| Publication status | Published - Jul 2018 |
Fingerprint
electronic learning
project group
Group
peer group
grant
Hong Kong
student
childhood
university
Teaching
teacher
evidence
education
Citation
Yang, M., Han, C., Yang, L., Xu, H., Lee, T., Song, B., & Tam, B. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe? Paper presented at the Advance HE Teaching & Learning Conference 2018: Teaching in the spotlight: Learning from global communities, Conference Aston, Birmingham, UK.Keywords
- TDG project code: T0193
- Period: TDG 2016-2017
- Teaching Development Grant (TDG)
- Teaching Development Grant (TDG) Output
- Peer feedback
- Mobile devices
- Social relationships
- Emotions