Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education

Nafiseh  Taghizadeh Kerman; Seyyed Kazem Banihashem; Omid Noroozi

Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education

Nafiseh Taghizadeh Kerman
, Seyyed Kazem Banihashem^*
, Omid Noroozi

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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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.

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	https://www.2022.icses.net/

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Taghizadeh Kerman, N., Banihashem, S. K., & Noroozi, O. (2022). Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education. In A. Ben Attou, L. Ciddi, & M. Unal (Eds.), Proceedings of International Conference on Studies in Education and Social Sciences 2022 (Vol. 1, pp. 389-397). The International Society for Technology, Education and Science (ISTES).

Taghizadeh Kerman, Nafiseh ; Banihashem, Seyyed Kazem ; Noroozi, Omid. / Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education. Proceedings of International Conference on Studies in Education and Social Sciences 2022. editor / Amal Ben Attou ; Lutfi Ciddi ; Mevlut Unal. Vol. 1 The International Society for Technology, Education and Science (ISTES), 2022. pp. 389-397

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title = "Exploring the Role of Received Peer Feedback for Students{\textquoteright} Learning Outcomes in Online Higher Education",

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{\textquoteright} 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.",

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publisher = "The International Society for Technology, Education and Science (ISTES)",

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Taghizadeh Kerman, N, Banihashem, SK & Noroozi, O 2022, Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education. in A Ben Attou, L Ciddi & M Unal (eds), Proceedings of International Conference on Studies in Education and Social Sciences 2022. vol. 1, The International Society for Technology, Education and Science (ISTES), pp. 389-397, International Conference on Studies in Education and Social Sciences, Antalya, Turkey, 10/11/22.

Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education. / Taghizadeh Kerman, Nafiseh ; Banihashem, Seyyed Kazem; Noroozi, Omid.
Proceedings of International Conference on Studies in Education and Social Sciences 2022. ed. / Amal Ben Attou; Lutfi Ciddi; Mevlut Unal. Vol. 1 The International Society for Technology, Education and Science (ISTES), 2022. p. 389-397.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T1 - Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education

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AB - 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.

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Taghizadeh Kerman N, Banihashem SK, Noroozi O. Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education. In Ben Attou A, Ciddi L, Unal M, editors, Proceedings of International Conference on Studies in Education and Social Sciences 2022. Vol. 1. The International Society for Technology, Education and Science (ISTES). 2022. p. 389-397

Exploring the Role of Received Peer Feedback for Students’ Learning Outcomes in Online Higher Education

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