Exploring the value of peer feedback in online learning for the provider

Popta, Esther van; Kral, Marijke; Camp, Gino; Martens, Rob; Simons, P.R.J.

doi:10.1016/j.edurev.2016.10.003

Cited by 172 publications

(126 citation statements)

References 28 publications

(38 reference statements)

Supporting

Mentioning

101

Contrasting

Unclassified

Order By: Relevance

“…These studies have focused on both the provider and the receiver of peer feedback. Several studies have shown learning benefits for the assessor (Cho and MacArthur 2011;Li et al 2010;Lu and Law 2012;Lundstrom and Baker 2009;Van Popta et al 2017). For instance, Cho and MacArthur (2011) conducted an experiment in which students either reviewed papers written by peers, merely read papers of peers, or read other papers.…”

Section: The Role Of Feedback In Peer Assessmentmentioning

confidence: 99%

“…It is implemented for educational purposes in many different ways, ranging from peer marking or grading (grading the work of peers, Sadler and Good 2006) to more elaborate peer assessment with narrative feedback and dialogue between students (Panadero 2016). From a pedagogical perspective, peer assessment can be used to help students develop a range of professional and generic skills, such as feedback skills, collaboration skills, social skills, and communication skills (Sadler and Good 2006;Topping 1998;Van Popta et al 2017). Therefore, peer assessment is implemented in universities to prepare students for future professions (Van der Pol et al 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

et al. 2019

View full text Add to dashboard Cite

The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed.

show abstract

Section: The Role Of Feedback In Peer Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Students compare and question ideas, evaluate, suggest modifications, reflect, plan, and regulate their own thinking. Feedback providers learn to think critically, connect to new knowledge, explain, and take different perspectives (van Popta, Kral, Camp, Martens, & Simons, 2017). Thus, students are offered the opportunity not only to reflect on the work of their peers, but also on their own work, which over time can lead to increased learning (Ertmer et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Filius

Kleijn

Uijl

et al. 2018

Computers & Education

View full text Add to dashboard Cite

A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

show abstract

“…This community can become a gathering place that "enables students to work with and learn from each other" and can improve the academic culture for all students. Popta et al, 2017). The results of their research indicated that the online peer feedback provider develops higher-level learning skills, such as those identified by Bloom's Taxonomy (revised): analyzing, evaluating, and creating (Chuang, 2015).…”

Section: Stem and Information Literacymentioning

confidence: 99%

Participative Resources, Practices, and Information Literacy Standards in Online Stem Education

Gazan

MacLean

Wahl

2018

Int J Innov Online Edu

View full text Add to dashboard Cite

How are nontraditional, participative resources such as social media content being integrated into online STEM education, and how can libraries best support these fastchanging practices? Using conceptual content analysis of information literacy standards, a survey of undergraduate students' use of supplemental learning resources, and participant observation of librarian-led information literacy instruction sessions, we investigate the extent to which these less-visible actors enable, resist, and extend the incorporation of participative resources into STEM education. Our preliminary findings suggest that information literacy standards are evolving to encompass participative resources and practices, that students actively incorporate formal and informal resources into their learning, and that participative dimensions are incorporated into information literacy instruction sessions, though they may not be formally documented. We conclude with a discussion of the implications of the apparently uneven translation and inscription of information literacy standards into practice and how actors outside the classroom impact STEM education in a social media environment.

show abstract

Exploring the value of peer feedback in online learning for the provider

Cited by 172 publications

References 28 publications

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Participative Resources, Practices, and Information Literacy Standards in Online Stem Education

Contact Info

Product

Resources

About