The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake

Abstract

In this study, the relationship among students’ attitude towards peer feedback, peer feedback performance, and uptake in an online learning environment was investigated. This study was conducted at Wageningen University and Research and 135 undergraduate students participated. A module called “Argumentative Essay Writing” was designed and students were asked to follow this module in the course in three consecutive weeks. Each week students performed one task in which in the first week, students wrote an argumentative essay. In the second week, students provided two sets of peer feedback on their peers’ essays and in the third week, students revised their essays based on the received feedback. At the end of the module, students were asked to fill out the survey about their attitude towards peer feedback. The results showed that in general students' attitude towards peer feedback did not predict their peer feedback performance and uptake. However, a relationship was found between the perceived usefulness of peer feedback and peer feedback uptake where perceived usefulness of peer feedback could predict uptake of peer feedback. It was found that there is a relationship between the quality of received peer feedback and students’ attitude towards peer feedback. The justification and constructive features of the received peer feedback were found to predict students’ perceived fairness and trustworthiness of peer feedback. The constructive feature of the received peer feedback predicted students’ perceived usefulness of peer feedback. These results provide evidence for understanding how students’ attitude towards peer feedback and their peer feedback performance and uptake in online learning environments can influence each other. We discuss these results and provide agenda for future work.

Education and New Developments 2023 – Volume 2

“…Undergraduate students are often tasked with writing argumentative essays when they deal with controversial issues (Banihashem et al, 2023;Latifi et al, 2023;Noroozi et al, 2022a). Many scholars emphasize that writing argumentative essays requires students to provide a clear position on the issue, supported with logical evidence, and followed by counter-arguments against the main position (Bayat et al, 2022;Kerman et al, 2022a). Furthermore, the essay needs an integration of the pros and cons of the issue at stake leading to a general conclusion on the issue (see Latifi et al, 2021).…”