Illeris (2004) describes the emotional dimension of learning as encompassing mental energy, feelings and motivations. From student-led interviews it became clear that students felt a responsibility to their peers when it came to providing quality feedback. Further, students took up the attitude of a professional over that of friendship when providing information to their peers. Interestingly, students also described instances where they “sugarcoated” feedback which suggests they were concerned about how feedback might be received should it be perceived as overly critical. Students also felt that the peer feedback process helped them build stronger peer-to-peer and tutor-to-student professional relationships as they were able to empathise with others. Students provided comment on their perspective of the environment in which the feedback process was engaged in. Generally, students spoke of a preference for giving feedback online compared to in person. Interview respondents reported being more candid in their comments when not sharing them face-to-face with the recipient as captured by one student: People are more likely to be honest when not facing you directly. They don't want to impact your learning by being too generous. There is that pressure in person to say something nicer. Students also agreed that writing and sharing feedback online gave them greater flexibility in terms of when feedback might be written. However, the online mode was also attributed to students not providing sufficient quality feedback with one student stating: I personally have experienced a couple of times where I've given paragraphs of detailed feedback and all I've received are a couple of lines of feedback in response which is honestly quite frustrating and annoying. Although students described developing empathy with their peers and tutors, it might be that the online mode facilitates disengagement in the feedback process. Additional insights emerging from interview, focus group and survey responses were that anonymity may have been a barrier to student engagement with the feedback task and that the tone, sensitivity and sentiment captured in feedback was a concern for students. Student were also concerned that feedback was not of consistent quality which may be attributed to them not knowing how to provide meaningful and actionable feedback to their peers. Key points for effective practice Introduce students to the formative task rubric and train them in effective feedback practices so they understand how to frame feedback to their peers. Make feedback allocation random and anonymise task responses. Establish expectations for the quantity and nature of feedback provided to peers during the feedback process. Students suggested that this might include setting a minimum word count for feedback to encourage a base standard and an equitable experience for students. Facilitate peer feedback through an eLearning technology such as the Workshop activity in QMplus, which affords students the flexibility and anonymity to provide candid feedback to their peers outside of timetabled hours. Links to support resources Adding a Workshop activity Workshop activity settings Make reviewing anonymous References Illeris, K. (2004) Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education, 2(2), 79-89. Contributor: Dr Amitha Ranauta - Institute of Dentistry