Due to safety considerations, students' practice and learning of welding is conducted within individual welding booths. The booth setting presents some challenges to student learning as collaborative learning within a workshop learning environment is compromised. The project reported in this paper, established peer-learning (i.e., students learning from each other) as an opportunity to enhance student learning. Techniques for effective feedback were presented to students as a means of compensating for reported disadvantages of novices' peer learning. Therefore, this article provides results from introducing peer-learning with relevant feedback techniques, to improve learning outcomes for welding students. This is a practical evidence-based study, reporting findings that are generalisable to the learning of other trade-based disciplines. The feedback strategies proposed are not difficult to introduce to learners and teachers but lead to improved student engagement, improved student meta-cognition and enhanced skill practice and learning. © eContent Management Pty Ltd.
Author Keywords
Index Keywords
