Engaging students via synchronous peer feedback in a technology-enhanced learning environment

Abstract

Synchronous peer feedback activity is a potential but less studied strategy to engage students in technology-enhanced learning environments compared to asynchronous peer feedback activity in which students provide feedback to each other at a different time. This study aims to investigate student engagement and perceptions in a Google Forms-facilitated synchronous peer feedback activity during student-led presentations, which are a critical part of students’ academic and professional development. This study employed an exploratory case study method. Participants were two class sections of undergraduate students who enrolled in an introductory educational technology course. Data included feedback generated by students, student reflections, and a survey. Results indicated that students were engaged behaviorally, affectively, and cognitively. Students had overall positive perceptions of the integration of Google Forms. This study suggests that technology-enhanced synchronous peer feedback activity is a beneficial instructional strategy to engage students in classes. Implications for practice and future research are provided.

Keywords:

• synchronous peer feedback
• student engagement
• technology-enhanced learning environment
• presentation classes

Compliance with ethical standards

Statement of human rights

This study has been reviewed and approved by the Institutional Review Boards at the authors’ affiliated institute to ensure the welfare and rights of research participants are protected as mandated by federal and state laws, local policies, and ethical principles.

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Notes on contributors

Li Cheng

Dr. Li Cheng is a Research Scientist at Worcester Polytechnic Institute. She holds a PhD in Curriculum and Instruction with Educational Technology Emphasis and a minor in Research and Evaluation Methodology from the University of Florida. She studies technology integration and student engagement.

John Hampton

Dr. John Hampton is an Assistant Professor of Educational Technology and Foundations at the University of West Georgia. His research focuses on the intersection of technology and identity, the educational uses of commercial video games, and digital media and information literacy skills.

Swapna Kumar

Dr. Swapna Kumar is a Clinical Associate Professor of Educational Technology at the University of Florida. Her research focuses on the integration of technology for teaching and learning in higher education.