Abstract
This study compared the effects of support for peer feedback, peer feedforward, and their combination on students’ peer learning processes and argumentative essay quality. Participants were 86 BSc students who were randomly divided over 43 dyads and assigned to peer feedback, peer feedforward, mixed, and control conditions. In an online environment, students were asked to write an argumentative essay, engage in peer learning processes, and revise their essays. Overall, the results showed that students in the three experimental conditions benefited more than students in the control group in terms of peer learning processes and argumentative essay quality. However, there was no significant difference among the three experimental conditions.
| Original language | English |
|---|---|
| Title of host publication | Education and New Developments 2023 |
| Editors | M. Carmo |
| Place of Publication | Lisboa |
| Pages | 62-66 |
| Volume | 2 |
| DOIs | |
| Publication status | Published - 2023 |
| Event | International Conference on Education and New Developments (END) (2023) - Lisbon, Portugal Duration: 24 Jun 2023 → 26 Jun 2023 https://end-educationconference.org/ |
Publication series
| Name | |
|---|---|
| ISSN (Print) | 2184-044X |
| ISSN (Electronic) | 2184-1489 |
Conference
| Conference | International Conference on Education and New Developments (END) (2023) |
|---|---|
| Abbreviated title | END 2023 |
| Country/Territory | Portugal |
| City | Lisbon |
| Period | 24/06/23 → 26/06/23 |
| Internet address |