https://orcid.org/0000-0002-0622-289X
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ABSTRACT
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education students were asked to perform three tasks in three consecutive weeks. In the first week, they were asked to write an argumentative essay. In the second week, students provided two sets of feedback on their peers’ argumentative essays based on the given criteria. In the third week, students were asked to revise their argumentative essay based on the received feedback. The findings revealed that unsuccessful and less successful students significantly received more affective and descriptive feedback from their peers, while successful students received more feedback related to the identification of the problem from their peers. Furthermore, descriptive and constructive features of feedback were predictors of students’ success in the improvement of argumentative essay writing. The findings of this study provide practical implications for the effective design of peer feedback strategies for improving students’ argumentative essay writing in online learning environments.
Acknowledgements
This research was funded by the Ministry of Education, Culture, and Science, the Netherlands, the SURF organization, and Wageningen University and Research with the funding number: 2100.9613.00. OCW. This fund was awarded to Omid Noroozi. The authors also would like to thank the teachers and students who dedicated their time to participate in this research.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Statements on open data, ethics, and conflict of interest
The data presented in this study is available upon request to the first author. Furthermore, upon request, the link to the various modules of the Brightspace environment can be provided by the first author with a username and password. Ethical approvals of this study were guaranteed by the hosting institution. All the information collected from this study has been kept confidential. Students were informed in advance that the data from this experiment will be used for research purposes. In addition, the authors declare that they have no conflict of interest to disclose.
Additional information
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Notes on contributors
Nafiseh Taghizadeh Kerman
Nafiseh Taghizadeh Kerman is a PhD candidate in Educational Administration at Ferdowsi University of Mashhad, Iran. Her research interest focuses on Technology-Enhanced Learning, Feedback, Argumentation, and Professional Development. E-mail: [email protected]
Omid Noroozi
Omid Noroozi is an associate professor of educational technology at the Education and Learning Sciences group of Wageningen University & Research. He has carried out and supervised many research projects in the domains of learning and instruction, educational technology, and educational innovation. As an educational technologist, Omid is interested in innovative use of technology in education. His research focuses on Technology-Enhanced Learning, Learning Design, Feedback, and Argumentation. E-mail: [email protected]
Seyyed Kazem Banihashem
Seyyed Kazem Banihashem is currently employed as a postdoctoral researcher at Education and Learning Sciences Group, Wageningen University and Research. As an educational technologist, Kazem is interested in innovative use of technology in education. His research, in particular, focuses on Technology-Enhanced Learning, Learning Analytics, Learning Design, Feedback, and Argumentation. E-mail: [email protected]
Morteza Karami
Morteza Karami is an associate professor of Curriculum Studies and Instruction. He currently works at the Department of Curriculum and Instruction department, Ferdowsi University of Mashhad. Morteza does research in Designing Learning Environment, Task-Centered Learning and Teaching Methods in different setting such as industry, higher education and medical education. E-mail: [email protected]
Harm J.A. Biemans
Harm J.A. Biemans is an associate professor at the Education and Learning Sciences group of Wageningen University & Research. With a background in educational psychology, he has carried out and supervised many research projects in the domains of learning and instruction, educational technology, and educational innovation. His research concentrates on Competence Development of (future) Professionals and Design and Effects of Corresponding Learning Environments and Pathways in Higher and Vocational Education. E-mail: [email protected]