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Collaborative Writing at Work: Peer Feedback in a Blended Learning Environment

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Title: Collaborative Writing at Work: Peer Feedback in a Blended Learning Environment
Language: English
Authors: López-Pellisa, Teresa (ORCID 0000-0003-3151-447X), Rotger, Neus (ORCID 0000-0002-5298-2267), Rodríguez-Gallego, Fernando (ORCID 0000-0002-6539-0447)
Source: Education and Information Technologies. Jan 2021 26(1):1293-1310.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Collaborative Writing, Peer Evaluation, Feedback (Response), Blended Learning, Revision (Written Composition), Error Correction, Writing Instruction, Academic Language, Technology Integration, Graduate Students, Reflection
DOI: 10.1007/s10639-020-10312-2
ISSN: 1360-2357
Abstract: This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period of a semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they make significant changes in their own writing.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280681
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22López-Pellisa%2C+Teresa%22">López-Pellisa, Teresa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3151-447X">0000-0003-3151-447X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rotger%2C+Neus%22">Rotger, Neus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5298-2267">0000-0002-5298-2267</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodríguez-Gallego%2C+Fernando%22">Rodríguez-Gallego, Fernando</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6539-0447">0000-0002-6539-0447</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-020-10312-2
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  Data: 1360-2357
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  Data: This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period of a semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they make significant changes in their own writing.
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      – SubjectFull: Feedback (Response)
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