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Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., Lei, K., & Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. Journal of Computer-Mediated Communication, 12(2), 412–433. https://doi.org/10.1111/j.1083-6101.2007.00331.x
The researcher in this study, Ertmer et al. (2007), strived to address the following research problems: online discussion interactions do not promote high-order thinking, such as the synthesis of information. Furthermore, diminished online feedback relates to retention concerns in online learning environments. Previous research implies that feedback is essential to online motivation and engagement; therefore, we must explore how effective and quality feedback enhances student discussion responses.
Article's Applicability to your work and evolving research interests
The article uses a mixed method approach using surveys and interviews to analyze participants' attitudes towards the value of peer feedback and the relationship between feedback and the quality of student discussion posts. Fifteen graduate students in an online technology integration course participated in the study. The course was delivered on the WebCT learning management system. Each week, students were expected to create responses to at least one discussion question and respond to a peer's post. The feedback the peers and instructors gave was based on a rating scale from Bloom's taxonomy framework. The pre-survey and post-survey results indicated that participants valued instructor feedback more than peer feedback. However, they did recognize the significance of providing and receiving feedback in enhancing their comprehension of the learning material. The study indicated that the quality of student responses could have been significantly improved based on peer feedback. The authors do an excellent job addressing the study's limitations: small sample size, inadequate training in providing feedback, and restrictive feedback rubric. This study provides insight into the value peer feedback can provide to online learning by increasing the feedback and reducing instructor workload.
This study provides awareness of the advantages of peer feedback to online education. This study relates to my job as an instructional designer because I am always looking for ways to increase student engagement and discipline. Even though discussions are a popular online learning activity, many instructors need more time or resources to provide consistent, high-quality feedback to their learners. As a result, learners are often disappointed with the support they receive in understanding the learning content. This paper supports how discussions with peer discourse can free up some of the instructor's time to provide other feedback or course necessities and promote a deeper understanding of the course content by gaining peer perspectives on the learning material. Peer feedback provides other reflection opportunities and abilities to engage in higher-order thinking that supports deeper learning.
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