TY - JOUR
T1 - Using peer feedback to enhance the quality of student online postings
T2 - An exploratory study
AU - Ertmer, Peggy A.
AU - Richardson, Jennifer C.
AU - Belland, Brian
AU - Camin, Denise
AU - Connolly, Patrick
AU - Coulthard, Glen
AU - Lei, Kimfong
AU - Mong, Christopher
PY - 2007/1
Y1 - 2007/1
N2 - This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students' online postings. While peer feedback has been demonstrated to support students' learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students' perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discussion postings in an online course. In addition, we investigated the impact of that feedback by comparing the quality of students' postings, based on Bloom's taxonomy, from pre-course to post-course. Results suggest that the quality of students' postings was maintained through the use of peer feedback despite students' preferences for instructor feedback. Students noted that peer feedback can be valuable and, more importantly, described how giving peer feedback not only reinforced their learning but enabled them to achieve higher understanding.
AB - This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students' online postings. While peer feedback has been demonstrated to support students' learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students' perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discussion postings in an online course. In addition, we investigated the impact of that feedback by comparing the quality of students' postings, based on Bloom's taxonomy, from pre-course to post-course. Results suggest that the quality of students' postings was maintained through the use of peer feedback despite students' preferences for instructor feedback. Students noted that peer feedback can be valuable and, more importantly, described how giving peer feedback not only reinforced their learning but enabled them to achieve higher understanding.
UR - http://www.scopus.com/inward/record.url?scp=33847309903&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33847309903&partnerID=8YFLogxK
U2 - 10.1111/j.1083-6101.2007.00331.x
DO - 10.1111/j.1083-6101.2007.00331.x
M3 - Article
AN - SCOPUS:33847309903
SN - 1083-6101
VL - 12
SP - 412
EP - 433
JO - Journal of Computer-Mediated Communication
JF - Journal of Computer-Mediated Communication
IS - 2
ER -