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

Saeed Latifi, Omid Noroozi*, Javad Hatami, Harm J.A. Biemans

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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 languageEnglish
JournalInnovations in Education and Teaching International
DOIs
Publication statusE-pub ahead of print - 4 Nov 2019

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learning
knowledge acquisition
student
dyad
science

Keywords

  • argumentative essay
  • argumentative writing
  • collaborative eLearning environments
  • Online peer feedback

Cite this

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title = "How does online peer feedback improve argumentative essay writing and learning?",
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.",
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author = "Saeed Latifi and Omid Noroozi and Javad Hatami and Biemans, {Harm J.A.}",
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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 journalArticleAcademicpeer-review

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AU - Latifi, Saeed

AU - Noroozi, Omid

AU - Hatami, Javad

AU - Biemans, Harm J.A.

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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.

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