Implementing Peer-to-Peer Feedback for Effective Learning
Contextual Background:
One of the modules I’m currently teaching in Womenswear Y1 is Digital Communication, which runs throughout the first three units of the First Year. It forms a core component of the Visual Communication and Digital Skills strand for Fashion Design Womenswear students. The sessions aim to equip students with essential technical skills to visually communicate their design ideas using industry-standard digital tools, including Photoshop, InDesign, Illustrator, and Premiere Pro.
Evaluation:
The majority of the time, I use step-by-step demonstrations to explain the functionality of each tool and how to create visuals relevant to students’ projects. While demonstrations provide clear visual guidance and detailed explanations, I often struggle to track students’ progress effectively. The limitations of this passive learning approach become apparent when students begin creating technical drawings independently—many forget key tools and best practices for digital workflows. As a result, I frequently have to repeat instructions and reinforce essential software knowledge.
A similar issue arises with late arrivals. Although I provide handouts, some technical aspects require additional explanation, and students often have specific questions about tools that demand individual attention. This results in spending extra time repeating content or assisting latecomers to keep them on track with the rest of the group. While this approach ensures students receive the support they need, it sometimes leads to overcompensation, placing excessive pressure on the instructor.
Moving forward:
To create a more engaging and proactive learning environment, I plan to introduce a structured peer review process in my Digital Communication sessions. Research suggests that structured peer feedback not only improves academic performance but also enhances students’ self-regulation and confidence in their abilities. According to Simonsmeler et al. (2020), engaging in peer review encourages students to develop critical evaluation skills, justify their feedback, and reinforce the knowledge they have acquired.
This shift aligns with my goal of fostering a self-led, reflective learning environment, where students actively participate in peer-supported learning cycles. By giving and receiving feedback on their technical work, students will reinforce their understanding of Adobe Suite applications while developing greater independence in their technical skills.
Furthermore, peer feedback fosters critical thinking by integrating authentic learning contexts, learner dialogue, and mentorship, which are recognized as effective teaching strategies for developing higher-order thinking skills (Abrami et al., 2015, as cited in Zeng & Ravindran, 2023). A meta-analysis of 341 studies across disciplines found that teaching strategies incorporating peer interaction significantly enhance students’ ability to analyse, evaluate, and reflect on their learning.
To facilitate this approach, I will develop a workflow framework to guide students through technical drawing creation and help them troubleshoot common Illustrator issues. The session will be structured as follows:
- 30 minutes of demonstration and deliver new techniques.
- 30 minutes of practical work, where students apply learned techniques.
- 10 minutes of peer review or peer support, allowing students to either critique each other’s work or assist with Illustrator-related challenges.
Repeating this structured cycle at regular intervals with 10 minutes breaks in between will enhance student engagement and promote independent problem-solving. Additionally, by asking and answering questions, students will reinforce their Illustrator knowledge, leading to greater technical fluency. After the peer discussion phase, I will provide demonstration guidance and address specific challenges that require deeper explanation.
Conclusion: Strengthening Learning Through Peer Review
In my future teaching practice, integrating peer-to-peer feedback will not only reinforce technical skills but also foster critical thinking and reflective learning. By assessing and discussing each other’s work, students develop a deeper understanding of their technical approach, encouraging active learning and greater autonomy in their digital workflow.
Reference:
Bianca A. Simonsmeler et al. (2020) Peer Feedback Improves Student’ Academic Self-Concept in Higher Education. Available at: https://link.springer.com/article/10.1007/s11162-020-09591-y?utm_source=chatgpt.com#Sec12 (Accessed: 17 February 2025).
Xiaomeng, Z. and Ravindran, L. (2024) ‘Design, implementation, and evaluation of peer feedback to develop students’ critical thinking: A systematic review from 2010 to 2023’, Thinking Skills and Creativity, (55), p. 14. Available at: https://www.sciencedirect.com/science/article/pii/S1871187124002293#abs0001 (Accessed: 18 February 2025).