The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments

Omid Noroozi; Nafiseh  Taghizadeh Kerman; Seyyed Kazem Banihashem; Harm Biemans

The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments

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

^*Corresponding author for this work

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

Abstract

In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education.

Original language	English
Title of host publication	Proceedings of International Conference on Research in Education and Science - 2022
Editors	Mack Shelley , Hakan Akcay , Omer Tayfur Ozturk
Publisher	International Society for Technology, Education, and Science (ISTES)
Pages	273-278
Number of pages	6
Volume	1
ISBN (Print)	978-1-952092-34-3
Publication status	Published - 2022
Event	International Conference on Research in Education & Science - Ramada Plaza by Wyndham Antalya Hotel, Antalya, Turkey Duration: 24 Mar 2022 → 27 Mar 2022 https://www.2022.icres.net/

Conference

Conference	International Conference on Research in Education & Science
Abbreviated title	ICRES2022
Country/Territory	Turkey
City	Antalya
Period	24/03/22 → 27/03/22
Internet address	https://www.2022.icres.net/

Keywords

Learning Satisfaction
Online Learning
Peer Feedback
Perceived Fairness
Perceived Motivation

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https://www.istes.org/books/70a06283965f27a3f824dac257f774fc.pdf#page=281Licence: CC BY-NC-SA

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Noroozi, O., Taghizadeh Kerman, N., Banihashem, S. K., & Biemans, H. (2022). The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments. In M. S., H. A., & O. T. O. (Eds.), Proceedings of International Conference on Research in Education and Science - 2022 (Vol. 1, pp. 273-278). International Society for Technology, Education, and Science (ISTES). https://www.istes.org/books/70a06283965f27a3f824dac257f774fc.pdf#page=281

Noroozi, Omid ; Taghizadeh Kerman, Nafiseh ; Banihashem, Seyyed Kazem et al. / The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments. Proceedings of International Conference on Research in Education and Science - 2022. editor / Mack Shelley ; Hakan Akcay ; Omer Tayfur Ozturk. Vol. 1 International Society for Technology, Education, and Science (ISTES), 2022. pp. 273-278

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abstract = "In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education.",

keywords = "Learning Satisfaction, Online Learning, Peer Feedback, Perceived Fairness, Perceived Motivation",

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year = "2022",

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booktitle = "Proceedings of International Conference on Research in Education and Science - 2022",

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Noroozi, O, Taghizadeh Kerman, N, Banihashem, SK & Biemans, H 2022, The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments. in MS, HA & OTO (eds), Proceedings of International Conference on Research in Education and Science - 2022. vol. 1, International Society for Technology, Education, and Science (ISTES), pp. 273-278, International Conference on Research in Education & Science, Antalya, Turkey, 24/03/22. <https://www.istes.org/books/70a06283965f27a3f824dac257f774fc.pdf#page=281>

The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments. / Noroozi, Omid; Taghizadeh Kerman, Nafiseh ; Banihashem, Seyyed Kazem et al.
Proceedings of International Conference on Research in Education and Science - 2022. ed. / Mack Shelley; Hakan Akcay; Omer Tayfur Ozturk. Vol. 1 International Society for Technology, Education, and Science (ISTES), 2022. p. 273-278.

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

TY - GEN

T1 - The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments

AU - Noroozi, Omid

AU - Taghizadeh Kerman, Nafiseh

AU - Banihashem, Seyyed Kazem

AU - Biemans, Harm

PY - 2022

Y1 - 2022

N2 - In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education.

AB - In the literature, little is known regarding the role of students' perceived motivation and perceived fairness of peer feedback for their learning satisfaction, particularly in the context of argumentative essay writing in online learning environments. This study explores the effects of students' perceived motivation and perceived fairness of peer feedback on their learning satisfaction in the context of argumentative essay writing within an online learning context. In total, 135 undergraduate students from Wageningen University and research, the Netherlands participated in this study. An argumentative essay module was created and students were asked to provide peer feedback on their peers' essays. Data were collected from students about their perceived motivation, perceived fairness of peer feedback, and learning satisfaction. The results showed that students' perceived motivation and perceived fairness of peer feedback affect their learning satisfaction. This study adds to our understanding of the role of perceived motivation and perceived fairness of peer feedback in online learning environments, particularly in the context of argumentative essay writing in higher education.

KW - Learning Satisfaction

KW - Online Learning

KW - Peer Feedback

KW - Perceived Fairness

KW - Perceived Motivation

M3 - Conference Article in proceeding

SN - 978-1-952092-34-3

VL - 1

SP - 273

EP - 278

BT - Proceedings of International Conference on Research in Education and Science - 2022

A2 - , Mack Shelley

A2 - , Hakan Akcay

A2 - , Omer Tayfur Ozturk

PB - International Society for Technology, Education, and Science (ISTES)

T2 - International Conference on Research in Education & Science

Y2 - 24 March 2022 through 27 March 2022

ER -

Noroozi O, Taghizadeh Kerman N, Banihashem SK, Biemans H. The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments. In MS, HA, OTO, editors, Proceedings of International Conference on Research in Education and Science - 2022. Vol. 1. International Society for Technology, Education, and Science (ISTES). 2022. p. 273-278

The Role of Students' Perceived Motivation and Perceived Fairness of Peer Feedback for Learning Satisfaction in Online Learning Environments

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Keywords

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