Factors influencing students’ peer feedback uptake: instructional design matters

Juan, Cristina Mercader; Ion, Georgeta; Díaz-Vicario, Anna

doi:10.1080/02602938.2020.1726283

Cited by 26 publications

(12 citation statements)

References 41 publications

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“…Previous research pointed out that instructional designs with long-term prior training activities are rated higher by students than short-term prior training activities (Mercader et al, 2020). We were not able to implement long-term peer-feedback activities and prior training in the current MOOC.…”

Section: Influence Of Peer-feedback Training On Peer-feedback Perceptmentioning

confidence: 81%

“…Therefore, we were not able to answer the first research question. Related research on peer-feedback perceptions in MOOCs shows that in general, students had positive peer-feedback perceptions (Meek et al, 2017) and that peer-feedback perceptions can be influenced by the instructional design (Mercader et al, 2020). Instructional design that includes prior training, long-term and double loop peer-feedback processes was perceived as beneficial by students (Mercader et al, 2020).…”

Section: Influence Of Peer-feedback Training On Peer-feedback Perceptmentioning

confidence: 94%

“…The peer-feedback training was developed based on the premise that the social and cognitive process of providing and receiving peer-feedback is affected by various factors including the instructional design (Boud & Molloy, 2013;Mercader et al, 2020;Winstone & Carless, 2019). The goal of the peer-feedback training was twofold: to prepare students to interpret the quality criteria of the rubric and to get an impression of the upcoming peerfeedback activity; and to make students aware of the educational value of peer-feedback, for example, receiving hints on how to improve, reflect on their own work, and gain insight into new perspectives (Kasch et al, 2017;Xie, 2013).…”

Section: Peer-feedback Training and Activitymentioning

confidence: 99%

“…Research on the pedagogical effectiveness of MOOCs is limited (Jung et al, 2019;Keppell et al, 2006;Meek et al, 2017). Although there is a lot of literature on peerfeedback processes, feedback levels (task, process, and self-regulation), and design, there is still need for empirical research (Mercader et al, 2020), in particular in an open online context. With this study we aimed to shed light on students' perceptions regarding peerfeedback and peer feedback training and the possible effects of prior peer-feedback experiences on peer-feedback perceptions.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perceptions of the peer-feedback experience in MOOCs

et al. 2021

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Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students' peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students' perceptions of peerfeedback and training focusing on their willingness, perceived usefulness, perceived preparedness, and general attitude; and students' peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in students' perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on perception could be measured with the available data.

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Section: Influence Of Peer-feedback Training On Peer-feedback Perceptmentioning

confidence: 81%

Section: Influence Of Peer-feedback Training On Peer-feedback Perceptmentioning

confidence: 94%

Section: Peer-feedback Training and Activitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ perceptions of the peer-feedback experience in MOOCs

et al. 2021

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“…Feedback studies in higher education often use a socio-constructive perspective and the work of Vygotsky is then often referred to as an important foundation (e.g. Blair and Mcginty 2013;Chong 2021;Edens and Shields 2015;Li and gao 2016;Mercader, Ion, and Díaz-Vicario 2020;Orsmond and Merry 2011;Ion, Sánchez Martí, and Agud Morell 2019;Tam 2021;Wood 2021). Most of these studies referring to Vygotsky address at least one of these three premises.…”

Section: Feedback Processes In the Zone Of Proximal Development And Scaffolded Learningmentioning

confidence: 99%

Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Kleijn

2021

Assessment & Evaluation in Higher Education

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Within the new feedback paradigm, the concept of student and teacher feedback literacy is gaining more and more attention, with most studies focussing on what it entails and how it can be supported by design. This paper contributes to this, by focussing on what students can do with feedback information. It proposes an instructional model for student feedback processes with the student activities seeking-, making sense of-, using-and responding to feedback information and specific prompts all four activities. Following Vygotsky, the model is built on the premise that effective feedback processes take place in social interaction with a more knowledgeable peer in the Zone of Proximal Development. In doing so, this is the first paper that addresses what students can do to contribute to scaffolded learning from feedback. The instructional model can be used by students to process feedback information and can be used by teachers to scaffold students' feedback processes. So, it is intended to support both student and teacher feedback literacy and their interplay. Future studies need to empirically validate the effectiveness of this instructional model.

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Support Student Integration of Multiple Peer Feedback on Research Writing in Thesis Circles

Hsiao

Rajagopal

2023

The Power of Peer Learning

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The setup of thesis circles at the exit level of undergraduate programs expects students to co-supervise each other’s work and multiple peer feedback is used to replace supervisor formative feedback. Integrating multiple peer feedback requires students to be able to make evaluative judgements by identifying relation patterns among different feedback givers and make a reasoned decision for improving their own work. Unfortunately, most undergraduate students find it difficult to deal with this high degree of multiplicity. Therefore, teachers should support feedback receivers through sufficient training materials and well-designed instructional activities to effectively make sense and integrate multiple peer feedback. Increasingly diverse research on peer feedback makes it difficult for teachers to interconnect all aspects in their instructional design. In this chapter, we develop a conjecture map to structure the design of instructional activities and to advance the current literature in four ways: (1) we use a combination of analogical/holistic and analytical comparisons to guide students throughout the peer review process, (2) we engage feedback receivers in epistemic reflection so that they grasp intra- and inter-feedback, (3) we describe the mediating processes on how these activities result in intervention outcomes of evaluative judgements and improved thesis work, and (4) we propose how to structure a feedback dialogue and generate a self-feedback report. Our instructional design demonstrates how to apply various design principles from multiple text integration and feedback literature to student integration of multiple peer feedback.

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Factors influencing students’ peer feedback uptake: instructional design matters

Cited by 26 publications

References 41 publications

Students’ perceptions of the peer-feedback experience in MOOCs

Students’ perceptions of the peer-feedback experience in MOOCs

Supporting student and teacher feedback literacy: an instructional model for student feedback processes

Support Student Integration of Multiple Peer Feedback on Research Writing in Thesis Circles

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