The effects of students’ perceived usefulness and trustworthiness of peer feedback on learning satisfaction in online learning environments

Abstract

In this study, students' perceived usefulness and trustworthiness of peer feedback on learning satisfaction in the online learning environment were investigated using a pre-test and post-test research design at Wageningen University and Research. In total, 135 undergraduate students participated in this study. Students’ peer feedback performance was observed in argumentative essay writing. A module called “Argumentative Essay Writing” was designed and students were asked to write an essay, provide peer feedback on peers’ essays, and revise their essay based on the received feedback. Then students were asked to fill out the learning satisfaction and the attitude award to peer feedback surveys. The results showed that students’ perceived usefulness and trustworthiness of peer feedback affect their learning satisfaction. This study adds to our understanding of the importance of the perceived usefulness and trustworthiness of peer feedback in online learning environments particularly in the context of argumentative essay writing. Keywords: learning satisfaction; online peer feedback; perceived usefulness; perceived trustworthiness.

The Factors Influencing Retention of Online Adult Learners: A Case Study of a Private Institution

“…Concern about factors that influence student retention and degree completion has existed in higher education for decades, and universities have developed numerous strategies to increase persistence and completion among traditional, campus-based students (Tinto, 1975;Lau, 2003;Bettinger & Baker, 2014;Van Duser et al, 2020) and nontraditional adult learners (Cochran et al, 2014;Greenland & Moore, 2021;Rovai, 2003;Stone & O'Shea, 2019). This has resulted in entire volumes dedicated to the topic (Banihashem et al, 2021;Barefoot & Gardner, 2018;Bertiz & Hebebci, 2021;Felten et al, 2016;Hu, 2021;Taghizadeh Kerman et al, 2022;Upcraft, et al, 2004) but few extensive empirical investigations. Randomized trials or large quasi-experimental investigations in higher education settings are often limited by practical concerns and institutional policy.…”