Online peer feedback for interdisciplinary learning
This study focuses on the student evaluation of peer feedback that was implemented in an interdisciplinary research course for second year bachelor students at Liberal Arts and Sciences, Utrecht University. During this course, students collaborate in multi-disciplinary teams to answer an interdisciplinary research question, for which they go through the interdisciplinary research process adapted from Repko and Szostak (2020). One of the steps is to write a disciplinary perspective on the interdisciplinary research question and currently peer feedback is implemented to allow students to learn from each other on their disciplinary writing. Previously, it has been found that peer feedback is effective in student’s academic writing (Huisman et.al., 2019). However, it is unknown whether students’ interdisciplinary learning is also improved by providing peer feedback. This study investigates interdisciplinary learning from both online and face-to-face peer feedback. Online peer feedback has been found to have posit
