摘要：Screencast is a digital format allowing for both visual and auditive feedback on texts. Former research indicates that Screencast qualifies teacher feedback to students, however, it has not been investigated how learning designs support the use of Screencast in peer feedback and how students actually use it. In analyses of 10 authentic student Screencasts we investigate their digital learning strategies as they balance positive and negative feedback. Using Bakhtin’s conception of dialogue together with Goffman’s face-work theory we identify three strategies they use in their dialogue with the text and the recipient they imagine. These strategies reveal how students negotiate their relationship and academic identity multimodally in-interaction with the text and their peers. Evidently, students try to be a qualified academic and at the same time a loyal peer student in peer feedback. We conclude that students’ digital learning strategies have potential to develop their professional, digital and work related competences.
