Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills by comparing the results of two class groups that have taken the same subject, though with different feedback experience designs (face-to-face and mixed feedback vs. non-face-to-face and written feedback, with or without consensus among group members). At the end of the study, 82 participants completed a questionnaire to assess their perception of the peer-feedback experience and its impact on learning and the development of teamwork skills. The findings reveal that students perceive that giving and receiving feedback in face-to-face mixed modality contributes more to developing teamwork skills; however, the presence or absence of consensus among group members to give or receive feedback does not appear to exert a clear impact on the development of these skills. Additionally, the findings suggest that students perceive a greater development of teamwork skills by giving feedback rather than receiving it. These results highlight the importance for teachers to consider such aspects when designing peer-feedback experiences, aiming to maximize the impact on the development of teamwork skills.

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同伴反馈对团队合作技能发展的贡献

同伴反馈是大学层面广泛使用的策略，因为它对学生学习产生积极影响，并且具有涵盖社交、认知和元认知发展的多方面优势。然而，很少有研究评估其对团队合作技能发展的贡献。本研究通过比较采用不同反馈体验设计（面对面和混合反馈与面对面反馈和混合反馈）的同一科目的两个班级小组的结果，分析了学生对同伴反馈如何有助于团队合作技能发展的看法。非面对面和书面反馈，无论小组成员是否达成共识）。研究结束时，82 名参与者完成了一份调查问卷，以评估他们对同伴反馈体验的看法及其对学习和团队合作技能发展的影响。研究结果表明，学生认为以面对面的混合方式给予和接受反馈更有助于培养团队合作技能；然而，小组成员是否就提供或接受反馈达成共识似乎并没有对这些技能的发展产生明显的影响。此外，研究结果表明，学生通过提供反馈而不是接受反馈来感知团队合作技能的更大发展。这些结果凸显了教师在设计同伴反馈体验时考虑这些方面的重要性，旨在最大限度地发挥对团队合作技能发展的影响。