Abstract
In this article, we aim to explore the differences in the received peer feedback among successful, less
successful, and unsuccessful students in higher education. This exploratory study was conducted in online
settings and in the context of argumentative essay writing. In total, 135 undergraduate students participated in an
online module and they completed three tasks in three consecutive weeks. In the first week, they wrote an
argumentative essay. In the second week, students provided two sets of feedback on their peers' argumentative
essays based on the given criteria. In the third week, students were requested to revise their argumentative essay
based on the received feedback. Students’ success was defined based on their improvements from the original
essay to the revised essay. The results showed that unsuccessful and less successful students received more
affective and descriptive feedback from their peers compared to successful students. The findings of this study
provide practical implications on how peer feedback approaches should be implemented to help students write
better argumentative essays in online learning environments.
successful, and unsuccessful students in higher education. This exploratory study was conducted in online
settings and in the context of argumentative essay writing. In total, 135 undergraduate students participated in an
online module and they completed three tasks in three consecutive weeks. In the first week, they wrote an
argumentative essay. In the second week, students provided two sets of feedback on their peers' argumentative
essays based on the given criteria. In the third week, students were requested to revise their argumentative essay
based on the received feedback. Students’ success was defined based on their improvements from the original
essay to the revised essay. The results showed that unsuccessful and less successful students received more
affective and descriptive feedback from their peers compared to successful students. The findings of this study
provide practical implications on how peer feedback approaches should be implemented to help students write
better argumentative essays in online learning environments.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of International Conference on Studies in Education and Social Sciences 2022 |
| Editors | Amal Ben Attou, Lutfi Ciddi, Mevlut Unal |
| Publisher | The International Society for Technology, Education and Science (ISTES) |
| Pages | 389-397 |
| Number of pages | 9 |
| Volume | 1 |
| ISBN (Electronic) | 978-1-952092-41-1 |
| Publication status | Published - 2022 |
| Event | International Conference on Studies in Education and Social Sciences - Ramada Plaza by Wyndham Antalya Hotel, Antalya, Turkey Duration: 10 Nov 2022 → 13 Nov 2022 https://www.2022.icses.net/ |
Conference
| Conference | International Conference on Studies in Education and Social Sciences |
|---|---|
| Abbreviated title | ICSES 2022 |
| Country/Territory | Turkey |
| City | Antalya |
| Period | 10/11/22 → 13/11/22 |
| Internet address |