Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter?

Omid Noroozi; Seyyed Kazem Banihashem; Nafiseh  Taghizadeh Kerman

Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter?

Omid Noroozi
, Seyyed Kazem Banihashem
, Nafiseh Taghizadeh Kerman

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

Abstract

Recent studies have shown that peer feedback is an effective instructional strategy to improve students' argumentative essay writing. However, it is not known to what extent a peer feedback strategy for argumentative essay writing can be generally used in different course domains. This study aims to apply an online supported peer feedback tool in different course domains to see whether the peer feedback tool can be used in different domains or not. For this reason, 330 students from five different courses were asked to write an argumentative essay on different topics, then they were requested to give feedback on two peers' essays by using our online supported peer feedback tool, and finally submit their revised essay in the platform. The analysis of data showed that regardless of students' course domains, the online supported peer feedback tool was effective in improving students' argumentative essay performance pre-test (original essay) to post-test (revised essay).

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Editors	Armin Weinberger, Wenli Chen, Davinia Hernandez-Leo, Bodong Chen
Publisher	International Society of the Learning Sciences
Pages	356-358
Number of pages	3
ISBN (Print)	978-1-7373306-4-6
Publication status	Published - 2022
Event	15th International Conference on Computer-Supported Collaborative Learning 2022 - Online, Hiroshima, Japan Duration: 6 Jun 2022 → 10 Jun 2022 Conference number: 15

Conference

Conference	15th International Conference on Computer-Supported Collaborative Learning 2022
Abbreviated title	CSCL 2022
Country/Territory	Japan
City	Hiroshima
Period	6/06/22 → 10/06/22

Access to Document

https://www.dropbox.com/s/9mwx6t8mi75op15/CSCL2022%20Proceedings.pdf?dl=0

Cite this

Noroozi, O., Banihashem, S. K., & Taghizadeh Kerman, N. (2022). Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter? In A. Weinberger, W. Chen, D. Hernandez-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022 (pp. 356-358). International Society of the Learning Sciences. https://www.dropbox.com/s/9mwx6t8mi75op15/CSCL2022%20Proceedings.pdf?dl=0

Noroozi, Omid ; Banihashem, Seyyed Kazem ; Taghizadeh Kerman, Nafiseh . / Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter?. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. editor / Armin Weinberger ; Wenli Chen ; Davinia Hernandez-Leo ; Bodong Chen. International Society of the Learning Sciences, 2022. pp. 356-358

@inproceedings{63913ecf85ac4a12a580c109a659a6cf,

title = "Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter?",

abstract = "Recent studies have shown that peer feedback is an effective instructional strategy to improve students' argumentative essay writing. However, it is not known to what extent a peer feedback strategy for argumentative essay writing can be generally used in different course domains. This study aims to apply an online supported peer feedback tool in different course domains to see whether the peer feedback tool can be used in different domains or not. For this reason, 330 students from five different courses were asked to write an argumentative essay on different topics, then they were requested to give feedback on two peers' essays by using our online supported peer feedback tool, and finally submit their revised essay in the platform. The analysis of data showed that regardless of students' course domains, the online supported peer feedback tool was effective in improving students' argumentative essay performance pre-test (original essay) to post-test (revised essay).",

author = "Omid Noroozi and Banihashem, \{Seyyed Kazem\} and \{Taghizadeh Kerman\}, Nafiseh",

year = "2022",

language = "English",

isbn = " 978-1-7373306-4-6",

pages = "356--358",

editor = "Armin Weinberger and Wenli Chen and Davinia Hernandez-Leo and Bodong Chen",

booktitle = "International Collaboration toward Educational Innovation for All",

publisher = "International Society of the Learning Sciences",

note = "15th International Conference on Computer-Supported Collaborative Learning 2022<br/>, CSCL 2022 ; Conference date: 06-06-2022 Through 10-06-2022",

}

Noroozi, O, Banihashem, SK & Taghizadeh Kerman, N 2022, Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter? in A Weinberger, W Chen, D Hernandez-Leo & B Chen (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. International Society of the Learning Sciences, pp. 356-358, 15th International Conference on Computer-Supported Collaborative Learning 2022
, Hiroshima, Japan, 6/06/22. <https://www.dropbox.com/s/9mwx6t8mi75op15/CSCL2022%20Proceedings.pdf?dl=0>

Online supported peer feedback tool for argumentative essay writing: does course domain knowledge matter? / Noroozi, Omid; Banihashem, Seyyed Kazem; Taghizadeh Kerman, Nafiseh .
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. ed. / Armin Weinberger; Wenli Chen; Davinia Hernandez-Leo; Bodong Chen. International Society of the Learning Sciences, 2022. p. 356-358.

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