Exploring the Nature of Peer Feedback: An Epistemic Network Analysis Approach
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| Title: | Exploring the Nature of Peer Feedback: An Epistemic Network Analysis Approach |
|---|---|
| Language: | English |
| Authors: | Olga Viberg (ORCID |
| Source: | Journal of Computer Assisted Learning. 2024 40(6):2809-2821. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Peer Evaluation, Computer Assisted Instruction, Cooperative Learning, College Students, Grades (Scholastic), Correlation |
| DOI: | 10.1111/jcal.13035 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background Study: Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education. Objectives: This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers. Methods: This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance. Results: Based on the five types of peer feedback (i.e., 'management', 'cognition' 'affect', 'interpersonal factors' and 'suggestions for improvements'), the results of the ENA showed that student feedback categories 'management', 'cognition' and 'affect' were positively related to student performance at the formative assessment phase. Conclusions: The findings and the ENA visualizations also show that 'suggestions for improvement' and 'interpersonal factors' were not a significant part of student learning in peer assessment and feedback in the studied context. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448410 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1448410 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Nature of Peer Feedback: An Epistemic Network Analysis Approach – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Olga+Viberg%22">Olga Viberg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8543-3774">0000-0002-8543-3774</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martine+Baars%22">Martine Baars</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7018-6187">0000-0001-7018-6187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rafael+Ferreira+Mello%22">Rafael Ferreira Mello</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3548-9670">0000-0003-3548-9670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niels+Weerheim%22">Niels Weerheim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6009-8658">0000-0002-6009-8658</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+Spikol%22">Daniel Spikol</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9454-0793">0000-0001-9454-0793</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cristian+Bogdan%22">Cristian Bogdan</searchLink><br /><searchLink fieldCode="AR" term="%22Dragan+Gasevic%22">Dragan Gasevic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9265-1908">0000-0001-9265-1908</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fred+Paas%22">Fred Paas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1647-5305">0000-0002-1647-5305</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2024 40(6):2809-2821. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/jcal.13035 – Name: ISSN Label: ISSN Group: ISSN Data: 0266-4909<br />1365-2729 – Name: Abstract Label: Abstract Group: Ab Data: Background Study: Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education. Objectives: This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer-supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers. Methods: This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance. Results: Based on the five types of peer feedback (i.e., 'management', 'cognition' 'affect', 'interpersonal factors' and 'suggestions for improvements'), the results of the ENA showed that student feedback categories 'management', 'cognition' and 'affect' were positively related to student performance at the formative assessment phase. Conclusions: The findings and the ENA visualizations also show that 'suggestions for improvement' and 'interpersonal factors' were not a significant part of student learning in peer assessment and feedback in the studied context. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1448410 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1448410 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jcal.13035 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 2809 Subjects: – SubjectFull: Feedback (Response) Type: general – SubjectFull: Peer Evaluation Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: College Students Type: general – SubjectFull: Grades (Scholastic) Type: general – SubjectFull: Correlation Type: general Titles: – TitleFull: Exploring the Nature of Peer Feedback: An Epistemic Network Analysis Approach Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Olga Viberg – PersonEntity: Name: NameFull: Martine Baars – PersonEntity: Name: NameFull: Rafael Ferreira Mello – PersonEntity: Name: NameFull: Niels Weerheim – PersonEntity: Name: NameFull: Daniel Spikol – PersonEntity: Name: NameFull: Cristian Bogdan – PersonEntity: Name: NameFull: Dragan Gasevic – PersonEntity: Name: NameFull: Fred Paas IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0266-4909 – Type: issn-electronic Value: 1365-2729 Numbering: – Type: volume Value: 40 – Type: issue Value: 6 Titles: – TitleFull: Journal of Computer Assisted Learning Type: main |
| ResultId | 1 |
