Motivation, peer learning and feedback in flexible learning

  • Andreas Larsson, Bitte Rydeman, Per-Olof Hedvall 

    Based on material from previous classes, three features were examined 1) the respective roles of student-to-student, teacher-to-student and student-to-teacher feedback, 2) the ways in which students collaborated with each other in a peer-learning mode, and 3) the strategies used to enhance the students’ extrinsic and intrinsic motivation. The purpose was to study and describe how feedback, peer learning and motivation were manifested in two VLE-based courses at our department, in order to learn how they relate to constructive alignment and how they support flexible learning in diverse student groups, and based on that suggest changes to enhance student learning.