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The role of platform design in online peer feedback: a comparison of two digital environments.

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Title: The role of platform design in online peer feedback: a comparison of two digital environments.
Authors: Jongsma, M. V.1 (AUTHOR), Meeter, M.2 (AUTHOR), van Muijlwijk-Koezen, J. E.1 (AUTHOR), Scholten, D. J.1 (AUTHOR) danny.scholten@vu.nl
Source: Education & Information Technologies. Sep2025, Vol. 30 Issue 14, p20797-20820. 24p.
Subject Terms: *Psychology of students, *Student engagement, *Educational outcomes, Digital technology, Pharmaceutical chemistry
Abstract: With the emergence of new technologies, various methods for providing online peer feedback have become available. While the effects of online peer feedback on student perceptions and learning are often compared to those of offline peer feedback, there is a lack of research comparing different online feedback environments. This study focuses on how the structure of an online peer feedback platform influences the feedback given, student perceptions of it, and learning outcomes. Using an experimental crossover design with mixed methods, we compared two online peer feedback environments: a traditional approach utilizing Word and email, and a specialized online tool designed for feedback activities. Thirty-eight undergraduate students in pharmaceutical sciences were divided into two groups, each participating in two peer feedback activities—one using the online feedback tool and the other using the traditional approach. Results show that the type of feedback given varied significantly depending on the platform used. The structured online tool prompted more praise and local-level comments, while the traditional approach facilitated more revision-oriented and global-level feedback. However, the results did not support an effect of the platforms on student learning outcomes as assessed by teacher grades for the assignments. Students overwhelmingly preferred the structured online tool for its ease of use. These findings suggest that platform design can significantly shape the quality of peer feedback and student experiences. Our study emphasizes the significance of selecting the appropriate platform and software settings to align with specific feedback objectives, ultimately aiming to enhance both student engagement and the quality of feedback. [ABSTRACT FROM AUTHOR]
Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: With the emergence of new technologies, various methods for providing online peer feedback have become available. While the effects of online peer feedback on student perceptions and learning are often compared to those of offline peer feedback, there is a lack of research comparing different online feedback environments. This study focuses on how the structure of an online peer feedback platform influences the feedback given, student perceptions of it, and learning outcomes. Using an experimental crossover design with mixed methods, we compared two online peer feedback environments: a traditional approach utilizing Word and email, and a specialized online tool designed for feedback activities. Thirty-eight undergraduate students in pharmaceutical sciences were divided into two groups, each participating in two peer feedback activities—one using the online feedback tool and the other using the traditional approach. Results show that the type of feedback given varied significantly depending on the platform used. The structured online tool prompted more praise and local-level comments, while the traditional approach facilitated more revision-oriented and global-level feedback. However, the results did not support an effect of the platforms on student learning outcomes as assessed by teacher grades for the assignments. Students overwhelmingly preferred the structured online tool for its ease of use. These findings suggest that platform design can significantly shape the quality of peer feedback and student experiences. Our study emphasizes the significance of selecting the appropriate platform and software settings to align with specific feedback objectives, ultimately aiming to enhance both student engagement and the quality of feedback. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Information Technologies is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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