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Article
Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study
The Journal of Computer-Mediated Communication
  • Peggy A. Ertmer, Purdue University
  • Jennifer C. Richardson, Purdue University
  • Brian Robert Belland, Utah State University
  • Denise Camin, Purdue University
  • Patrick Connolly, Purdue University
  • Glen Coulthard, Purdue University
  • Kimfong Lei, Purdue University
  • Christopher Mong, Purdue University
Document Type
Article
Publisher
Wiley-Blackwell
Publication Date
1-1-2007
Abstract
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.
Comments
Originally published by Wiley-Blackwell. Publisher's PDF and HTML fulltext available through remote link.
DOI
10.1111/j.1083-6101.2007.00331.x
Citation Information
Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. The Journal of Computer-Mediated Communication, 12(2), 412-433. [ISI journal; Acceptance rate: 20%; Impact factor: 1.981]