Edufade : A Digital In-action Peer Feedback System To Enhance Student Involvement During Musical Microteaching Sessions

Primary school teachers often do not feel properly prepared to teach musical classes when they graduate from the teachers’ college for primary education. This lack of preparedness is mostly caused by a shortage of time allocated to music classes during their education. To optimize the limited time peer feedback during microteaching sessions is identified as a valuable learning opportunity. In this thesis, a digital in-action peer feedback system called EduFade is proposed, designed, developed, and tested using an iterative approach, where multiple experiments were used to identify problems and possible improvements. During this process, it was discovered that students lack time to read all feedback during a microteaching session. Educators were tasked with filtering the most important feedback. This filtered feedback would only be sent to the presenting student to avoid cognitive overload. Feedback criteria offer a structured approach for students to give feedback, and it is difficult for students to give feedback during an active microteaching session. Research for the implementation of this tool will continue in the future, improving it and hopefully bringing it to school classes across the world, improving musical education.