Understanding peer feedback uptake in online settings: Behaviors, patterns and predictors

This PhD research focuses on how and when students take up online peer feedback in argumentative essay writing within higher education. It explores the current landscape of online peer feedback practices, identifies types and consistency patterns of feedback uptake behaviors, and explores key predictive factors. The findings reveal that peer feedback uptake is a dynamic and multifaceted process, not simply a binary decision of "taken or not taken." Students’ uptake behaviors are shaped by a complex interaction of individual characteristics, perceived situational factors, and situational factors. This research highlights the importance of understanding the nuances of feedback uptake behaviors and offers practical recommendations for educators to enhance peer feedback practices. By promoting deeper insight into students’ interactions with feedback in online settings, the study contributes to the design of more effective, learner-centered feedback environments in higher education.