#421: An Unstructured Way: How Students Learn to Provide Feedback in a Reading Club

While peer feedback is beneficial for students’ learning, students are not always ready to provide constructive feedback to their peers. Prior studies have used cognitive scaffolding, such as review forms, to support students’ feedback provision, yet the social context of learning has been overlooked. In the current study, we investigate how students naturally learn to provide feedback within a reading club. Over ten weeks of participation in receiving and giving feedback, students’ feedback became more specific and targeted to their peers’ work. By participating in community activities, students shared perspectives and knowledge with their peers and found their own ways to provide constructive feedback.