Initially, I had an idea of working with first-year students, who are more in number, which seemed reasonable. However, upon deeper consideration, the large class size (32 students) posed significant challenges. In a larger group, individual contributions might become diluted, and the quality of interaction could be compromised. Students might feel overwhelmed by the volume of feedback they need to provide and receive. This could potentially lead to a less engaging and effective peer feedback process. Also, I wanted to collect data post-intervention and with the unit I teach in the first unit it would have to do the implementation at the end of January.
In contrast, my audio post-production class, with its smaller size of 5 students, offers a more manageable and focused group. Smaller classes foster closer interaction, more meaningful feedback, and a stronger sense of community. Each student will likely feel more responsible and accountable for their participation, knowing that their input is vital to the group’s overall experience. This setting can lead to more thoughtful, detailed, and constructive feedback, which is crucial for the development of skills in a specialized field like audio post-production. Also, I could implement this with their 8 small video assignments that we have been doing since the beginning of the term.
With a smaller class, we probably can develop something together, as a whole-class co-creation. As Bovill (2019) indicates, co-creation in learning and teaching invites all students to collaborate actively with both their teacher and peers, creating a shared responsibility for the learning process, in this case, asynchronous peer feedback. This co-creative approach aligns with the objectives of my intervention, which seeks to empower students through active participation and shared decision-making in their learning journey.
The nature of the course content also plays a pivotal role in the decision. Audio post-production is a technical and creative field that requires critical listening and attention to detail. The process of giving and receiving feedback in such a class is not just about technical correctness but also about artistic and esthetical choices and creative expression. An online peer feedback platform can allow students to engage in this critical discourse outside the time constraints of regular class hours.
Moreover, the existing structure of the audio post-production class, which doesn’t allow for extensive in-class feedback, highlights the need for an additional space where students can engage deeply with each other’s work. This intervention becomes not just an enhancement but a necessary component to fill the existing gap in the curriculum.
Engaging a smaller, more specialized class in this peer feedback project might also lead to higher levels of student engagement and a richer learning experience. Students in a specialized course like audio post-production are likely to be more invested in the subject matter. This investment can translate into more enthusiastic and committed participation in the peer feedback process. The intervention addresses a specific need within the course, potentially leading to a more impactful and beneficial outcome for the students.
Now with fewer students in the sample, the fewer students participate, the fewer I will be able to gather data from. :/
Bovill, C. (2019) ‘Co-creation in learning and teaching: The case for a whole-class approach in Higher Education’, Higher Education, 79(6), pp. 1023–1037. doi:10.1007/s10734-019-00453-w.