In this fully online, self-paced programme “Master of Leadership in Sustainable Finance”, an international cohort of students develop their academic research and analysis skills through written assignments and peer feedback exercises. The aim is to prepare students for writing a thesis later in the program.
In order to promote self-motivated research and deeper reflection, as well as critical thinking and evaluation, the tutor uses FeedbackFruits Peer Review and Skill Review tools, allowing the submission and reviewing of work within the Canvas LMS. According to the tutor, “the tool really helped to give much more profound, deep feedback than what was done before”.
Throughout the course, students produce two written assignments and give feedback to their peers on their submitted work. These assignments consist of analysing a company strategy, writing a topic proposal, and carrying out research to inform the contents of the paper.
After writing and submitting assignments with Peer Review, each student is allocated two peers’ papers to review, according to a 3-section rubric (structure, content, and style). Each of these sections contained detailed subsections, requiring students to score each criterion on a scale of 1-10 as well as leave comments where applicable.
All peer reviews are anonymous, meaning submitters’ and recipients’ names were hidden when processing feedback. In addition to allowing the processing of feedback according to the given rubric, the tools afforded a flexible interface for giving feedback on particular sections of text through selecting and highlighting.
This gave students a clear and comprehensive overview of feedback on their written work, allowing them to read through comments in their own time to make changes for the final version.
As well as this peer feedback, students also receive feedback from the teacher inside Skill Review. Here, the tutor gives feedback on the students’ given feedback; evaluating whether the feedback was constructive, critical, and relevant.
It gave me and the students the opportunity to give more profound feedback on written documents, thanks to the functions within the tools. – Helmut Grossmann - Frankfurt School of Finance and Management
Teachers’ time is often the limiting factor in the depth and personalisation of designing a learning experience. Especially in larger cohorts, there simply isn’t enough room to give each student tailored feedback. FeedbackFruits tools address this directly by reducing the biggest time-sinks of the feedback process. With elements like work allocation, grading, and reviews being automated or centralised, the work done by students and teachers alike is more centered on the processing of feedback instead of navigating various softwares and technologies.
“The big difference for me now was really this dimension of time. Before, it was a little bit cumbersome to give specific feedback so I often didn’t do it; my feedback was much shorter. Now that I can go into the essay and highlight parts of it, and give direct feedback on that part, I think I give a lot more feedback to students.”
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Explore how FHSU utilized FeedbackFruits’ solutions to elevate the peer feedback process and stimulate collaborative learning, and what encouraged FHSU to let FeedbackFruits be a supporter in achieving their pedagogical goals.