Abstract
In recent years, the technical possibilities of educational technologies regarding online peer feedback have developed rapidly. However, the impact of online peer feedback activities compared to traditional offline variants has not specifically been meta-analyzed. Therefore, the aim of the current meta-analysis is to do an in-depth comparison between online versus offline peer feedback approaches. An earlier and broader meta-analysis focusing on technology-facilitated peer feedback in general, was used as a starting point. We synthesized 12 comparisons between online and offline peer feedback in higher education, from 10 different studies. Moreover, we reviewed student perceptions of online peer feedback when these were included in the studies. The results show that online peer feedback is more effective than offline peer feedback, with an effect size of 0.33. Moreover, online peer feedback is more effective when the outcome measure is competence rather than self-efficacy for skills. In addition, students are mostly positive towards online peer feedback but also list several downsides. Finally, implications for online peer feedback in teaching practice are discussed and leads are identified for further research on this topic.
| Original language | English |
|---|---|
| Pages (from-to) | 329-354 |
| Number of pages | 26 |
| Journal | JOURNAL OF EDUCATIONAL COMPUTING RESEARCH |
| Volume | 61 |
| Issue number | 2 |
| Early online date | 15 Jul 2022 |
| DOIs | |
| Publication status | Published - Apr 2023 |
Bibliographical note
Publisher Copyright:© The Author(s) 2022.
Keywords
- academic performance
- assessment
- higher education
- meta-analysis
- online
- peer feedback
- quantitative
