Abstract
In this study, a pre-test and post-test research design was employed to explore the role of online peer feedback features in uptake of peer feedback in the context of argumentative essay writing. To do this, 101 students were asked to individually write an argumentative essay, get involved in online peer feedback activity, and revise the original essay based on received peer feedback. The findings showed that online peer feedback features mainly justification of the problem in feedback can predict uptake of peer feedback in argumentative essay writing.
| Original language | English |
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| 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 Hernández - Leo , Bodong Chen |
| Publisher | International Society of the Learning Sciences |
| Pages | 585-586 |
| Number of pages | 2 |
| 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 |
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| Abbreviated title | CSCL 2022 |
| Country/Territory | Japan |
| City | Hiroshima |
| Period | 6/06/22 → 10/06/22 |
Keywords
- argumentative essay writing
- online learning environment
- peer feedback features