How does online peer feedback improve argumentative essay writing and learning?

被引：65

作者：

Latifi, Saeed ^{[1
]}

Noroozi, Omid ^{[2
]}

Hatami, Javad ^{[1
]}

Biemans, Harm J. A. ^{[2
]}

机构：

[1] Tarbiat Modares Univ, Fac Humanities, Tehran, Iran

[2] Wageningen Univ & Res, Educ & Learning Sci, NL-6700 A Wageningen, Netherlands

来源：

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL | 2021年 / 58卷 / 02期

关键词：

Online peer feedback; argumentative writing; argumentative essay; collaborative eLearning environments; ATTITUDINAL CHANGE; STUDENTS; QUALITY;

D O I：

10.1080/14703297.2019.1687005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted, scripted and guided peer feedback conditions). An online peer feedback platform, named EduTech, was designed and these instructional supports were embedded within this platform. Students were asked to write an argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback received (individually). The findings indicate that students in the scripted online peer feedback condition outperform the other two conditions in terms of argumentative essay writing, argumentative feedback quality and their domain-specific knowledge acquisition. Implications and suggestions for future research are discussed.

引用

页码：197 / 208

页数：12

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