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 |
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| Language: | English |
| Authors: | M. V. Jongsma (ORCID |
| Source: | Education and Information Technologies. 2025 30(14):20797-20820. |
| 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: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Computer Mediated Communication, Feedback (Response), Peer Evaluation, Design, Electronic Learning, Student Attitudes, Word Processing, Electronic Mail, Undergraduate Students, Pharmaceutical Education, Educational Quality, Computer Software |
| DOI: | 10.1007/s10639-025-13598-2 |
| ISSN: | 1360-2357 1573-7608 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484056 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13598-2 |
