Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction
Open accessAbstract
This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain‐specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre‐test, post‐test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the “pros and cons” on the topic of “Genetically Modified Organisms (GMOs).” The results suggest that the module can be used to foster students' domain‐specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31–39, 2017.
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The literature confirms the impacts of online learning environments on peer feedback performance.
“Although the literature confirms the impacts of online learning environments on peer feedback performance (e.g., Lin, 2016, 2018a; Noroozi & Mulder, 2017), it does not say how different elements of learning environments can influence the design of peer feedback and its implementation.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
The Conclusions (page unavailable) say that peer-feedback support in this digital module seemed to help students provide constructive and critical feedback. That supports an effect on feedback practice, but the paper's hedged finding about one guided module does not confirm an impact of online learning environments generally on peer-feedback performance. (LLM, conf=0.82)
Experimental — accuracy not yet measuredStudents generally have high satisfaction with online peer feedback implementation when provided with certain conditions, such as guided feedback, anonymity, and rating-plus-qualitative-feedback mode.
“These studies suggest that students generally have high satisfaction with online peer feedback implementation when provided with certain conditions, such as guided feedback, anonymity, and rating-plus-qualitative-feedback mode.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
The Learning Environment section describes guided peer feedback, and Results for Research Question 2 reports sufficiently high student motivation and satisfaction with that module. The paper does not establish satisfaction under anonymity or a rating-plus-qualitative-feedback mode, nor does this single study establish that students generally respond this way across implementations. Page numbers were not available in our copy. (LLM, conf=0.88)
Experimental — accuracy not yet measuredThe digital learning module with guided peer feedback improved student motivation.
“Noroozi and Mulder (2017) found that the digital learning module with guided peer feedback improved student motivation.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi and Mulder, 2017
The Results for Research Question 2 report that students’ motivation and satisfaction were sufficiently high after using the module. They do not report a baseline or a change in motivation, so the claim that the module improved motivation goes beyond the finding. (LLM, conf=0.86)
Experimental — accuracy not yet measuredStudents in guided peer feedback perceived that they had learned more from peer feedback activities compared to other groups.
“some studies showed that students in the anonymous group (Lin, 2016, 2018a; Basheti et al., 2010), guided peer feedback (Noroozi & Mulder, 2017), and video peer assessment (Ge, 2019) perceived that they had learned more from peer feedback activities compared to other groups.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
The Results for Research Question 2 report students’ perceived learning outcomes and satisfaction with the guided-peer-feedback module. They do not report that these students perceived learning more from peer feedback than students in other groups; the comparison in Research Question 1 is between pre- and post-tests, not groups. (LLM, conf=0.86)
Experimental — accuracy not yet measuredGuided peer feedback caused attitudinal change towards online peer feedback.
“reviewed publications showed that online peer feedback with TQM (Chang etal., 2015), mobile-supported (Kuo etal., 2017), scripting (Noroozi & Hatami, 2019), guided peer feedback (Noroozi & Mulder, 2017), blog-supported (Rahmany etal., 2013), and structured peer assessment (Wang etal., 2019) caused attitudinal change towards online peer feedback.”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
The Results for Research Question 3 report that the digital module with guided peer feedback was associated with a significant change in students’ attitudes toward GMOs. They do not report a change in students’ attitudes toward online peer feedback, which is the target of the citing sentence. (LLM, conf=0.90)
Experimental — accuracy not yet measured
Participants positively evaluated online peer feedback implementation (satisfaction).
“Satisfaction was measured in five studies and revealed participants' positive evaluation of online peer feedback implementation (e.g., Donia etal., 2021; Noroozi & Mulder, 2017).”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
Various approaches, such as a combination of worked examples and scripting, guided peer feedback, feedback and peer feedforward support, mobile-supported, the use of awareness tools in KnowCat, and the rating-plus-qualitative-feedback, can facilitate the acquisition of domain-specific or domain-general knowledge.
“These studies have found that various approaches, such as a combination of worked examples and scripting (Latifi et al., 2021; Valero Haro et al., 2019), guided peer feedback (Noroozi & Mulder, 2017), feedback and peer feedforward support (Latifi et al., 2021), mobile-supported (Chang & Lin, 2020), the use of awareness tools in KnowCat (Pifarré etal., 2014), and the rating-plus-qualitative”
From Online peer feedback in higher education: A synthesis of the literature (2024) · cites this paper as Noroozi & Mulder, 2017
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- Authors
- Noroozi, O., & Mulder, M.
- Affiliations
- Tarbiat Modares University (IR)
- Wageningen University & Research (NL)
- Corresponding author
- Noroozi, Omid
- Venue
- Biochemistry and Molecular Biology Education
- Publisher
- Wiley
- Published
- 2016-06-20
- Volume
- 45
- Issue
- 1
- Pages
- 31-39
- ISSN
- 1470-8175 (ISSN-L)
- 1539-3429
- OpenAlex
- W2492279386
- Semantic Scholar
- b9332c7978619e1b36516d06bb905d85df4fbf04
- Cited by
- 71
- References
- 34
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 16 · 2020: 5 · 2019: 5 · 2018: 3 · 2016: 2
- FWCI
- 14.79
- Type
- journal article
- Language
- en
- Open access
- green
- research.wur.nl
- Locations
- Biochemistry and Molecular Biology Education (publishedVersion)
- PubMed (publishedVersion)
- Socio-Environmental Systems Modeling (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- digital learning modules, biotechnology education, genetically modified organisms, student attitudes, knowledge improvement, student satisfaction, student motivation, bioethics education
- MeSH terms
- Adult, Biological Science Disciplines, Biotechnology, Computer-Assisted Instruction, Curriculum, Educational Measurement, Female, Humans, Male, Peer Group, Personal Satisfaction, Students, Program Evaluation, Problem-Based Learning, Young Adult
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