Abstract
There is a significant need for adult learners to improve their writing proficiency within a variety of contexts. Thus, postsecondary instructors require effective research-based teaching strategies to support adult learners hone their writing skills. While studies on peer feedback abound, little has been done to date to consider ways in which postsecondary instructors design quality peer feedback activities within their courses. The purpose of this article was to describe five instructional practices to optimize peer feedback activities among adult learners.
DOI
https://doi.org/10.26077/tg51-dc51
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Rodriguez, Regina C. and Sharp, Laurie A.
(2018)
"Five Instructional Practices to Optimize Peer Feedback Activities among Adult Learners,"
Journal on Empowering Teaching Excellence: Vol. 2:
Iss.
2, Article 3.
DOI: [https://doi.org/]https://doi.org/10.26077/tg51-dc51
Available at:
https://digitalcommons.usu.edu/jete/vol2/iss2/3
