Peer Feedback or Peer Feedforward? Enhancing Students' Argumentative Peer Learning Processes and Outcomes

Autor/inn/en	Latifi, Saeed; Noroozi, Omid; Talaee, Ebrahim
Titel	Peer Feedback or Peer Feedforward? Enhancing Students' Argumentative Peer Learning Processes and Outcomes
Quelle	In: British Journal of Educational Technology, 52 (2021) 2, S.768-784 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13054
Schlagwörter	Peer Relationship; Feedback (Response); Persuasive Discourse; Essays; Revision (Written Composition); Electronic Learning; Learning Processes; Cooperative Learning; Undergraduate Students + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Korrektur; Learning process; Lernprozess; Kooperatives Lernen
Abstract	This study compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain-specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two-factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain-specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01