Abstract
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.
| Original language | English |
|---|---|
| Journal | Innovations in Education and Teaching International |
| DOIs | |
| Publication status | E-pub ahead of print - 4 Nov 2019 |
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Keywords
- argumentative essay
- argumentative writing
- collaborative eLearning environments
- Online peer feedback
Cite this
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How does online peer feedback improve argumentative essay writing and learning? / Latifi, Saeed; Noroozi, Omid; Hatami, Javad; Biemans, Harm J.A.
In: Innovations in Education and Teaching International, 04.11.2019.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - How does online peer feedback improve argumentative essay writing and learning?
AU - Latifi, Saeed
AU - Noroozi, Omid
AU - Hatami, Javad
AU - Biemans, Harm J.A.
PY - 2019/11/4
Y1 - 2019/11/4
N2 - 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.
AB - 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.
KW - argumentative essay
KW - argumentative writing
KW - collaborative eLearning environments
KW - Online peer feedback
U2 - 10.1080/14703297.2019.1687005
DO - 10.1080/14703297.2019.1687005
M3 - Article
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
SN - 1470-3297
ER -