{"title":"对高等教育中在线同行反馈实践的关键要素进行系统审查","authors":"Xingshi Gao , Omid Noroozi , Judith Gulikers , Harm J.A. Biemans , Seyyed Kazem Banihashem","doi":"10.1016/j.edurev.2023.100588","DOIUrl":null,"url":null,"abstract":"<div><p>There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000817/pdfft?md5=b301ccefb43851815cb835521cf0274b&pid=1-s2.0-S1747938X23000817-main.pdf","citationCount":"0","resultStr":"{\"title\":\"A systematic review of the key components of online peer feedback practices in higher education\",\"authors\":\"Xingshi Gao , Omid Noroozi , Judith Gulikers , Harm J.A. 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引用次数: 0
摘要
越来越多的文献承认,同伴反馈是在线环境下的一种重要学习实践。然而,这些文献数量稀少,缺乏对在线环境中成功实施同伴反馈实践的各种关键要素的整体描述。为了弥补这一不足,我们在 MISCA 模型的基础上进行了系统的文献综述,该模型是评估反馈实践的著名理论框架。该模型概述了评估反馈实践的五个组成部分,包括内容、功能、学生特点、表现形式和来源。基于该模型,我们旨在全面概述高等教育中在线同伴反馈实践的研究现状,重点关注内容、功能、学生特征、表现形式和来源的作用。我们对三个数据库(Scopus、ERIC 和 Web of Science)进行了全面检索,分析了 2000 年至 2022 年间发表的 73 篇文章。综述的主要结果表明,认知反馈评论是在线同伴反馈研究中最常见的内容。在功能方面,大多数研究利用同伴反馈来提高学生的任务绩效。不到四分之一的综述研究评估了学生个体特征的作用,而学生的能力水平和性别是探讨最多的因素。评分标准和培训是在线同伴反馈研究中最常采用的呈现模式。只有六项研究将同伴反馈与其他来源的反馈相结合。总之,我们的研究结果为相关文献做出了宝贵的贡献,全面概述了近期关于影响高等教育中在线同伴反馈实践的关键因素的研究。这些发现还揭示了影响在线同伴反馈实践的实施和有效性的几种潜在的相互关系。这些发现可以启发教师、从业人员和学者更深入地了解同伴反馈的本质以及如何更好地利用同伴反馈,从而提高教育实践的有效性。
A systematic review of the key components of online peer feedback practices in higher education
There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.