Unravelling students’ meaning making in peer feedback: Beyond the reviewing-receiving binary
We hope you will join us for our next exciting instance of the TeLEd Monthly Event Series. This month’s speaker will be Tatiana Ershova, a PhD candidate in University Pedagogy at the University of Bergen. Originally from Moscow, Tanya's research focuses on the dynamics of dialogic peer feedback processes, particularly in regard to how students make judgments and meaning from various feedback sources and activities.
This talk presents a qualitative study exploring how students make sense of and use peer feedback over time, moving beyond the common distinction between reviewing and receiving. Using the concept of productive feedback encounters as an analytical lens, the study traces how students engage with feedback across formal, elicited, and incidental interactions in an undergraduate course. Rather than unfolding as two discrete stages, students’ engagement emerges as a cumulative and iterative process. Central to this process is the generation of self-feedback, through which students evaluate their own work and interpret external input. Self-feedback often develops during reviewing and subsequently shapes how peer comments are taken up, reinterpreted, or disregarded. By making these processes visible, the talk demonstrates that the reviewing–receiving dichotomy does not adequately capture how learning unfolds in peer feedback. The findings invite a reconceptualisation of peer feedback as a temporally distributed, socially mediated process of meaning-making.