Collaborative writing at work: peer feedback in a blended learning environment
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In López-Pellisa et al. (2021), a majority of participants reported an improvement in their academic writing proficiency after peer feedback activity.
“The results of their study indicate that a majority of the participants reported an improvement in their academic writing proficiency subsequent to peer feedback activity.”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as López-Pellisa et al., 2021
Peer feedback was noted to be insufficient, over-generalized, brief, superficial, and neglecting intricate issues.
“Specifically, feedback was noted to be either insufficient (López-Pellisa et al., 2021; Xu and Zhang, 2023), or characterized by over-generalization, brevity, and superficiality (Cheong et al., 2023; Weaver et al., 2014), neglecting the intricate issues that truly require attention (Gao et al., 2019).”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as López-Pellisa et al., 2021
Prior research underscores the positive impact of rubrics in this regard.
“Prior research underscores the positive impact of rubrics in this regard (Ciampa and Wolfe, 2023; Greenberg, 2015; López-Pellisa et al., 2021; Yu, 2021).”
From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as López-Pellisa et al., 2021
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- Authors
- López-Pellisa, T., Rotger, N., & Rodríguez-Gallego, F.
- Affiliations
- Universitat Oberta de Catalunya (ES)
- Universitat de les Illes Balears (ES)
- Corresponding author
- Rodríguez-Gallego, Fernando
- Venue
- Education and Information Technologies
- Published
- 2020-08-25
- Volume
- 26
- Issue
- 1
- Pages
- 1293-1310
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W3080279794
- Cited by
- 79
- References
- 37
- Citations by year
- 2026: 10 · 2025: 7 · 2024: 17 · 2023: 17 · 2022: 14 · 2021: 12 · 2020: 1 · 2013: 1
- FWCI
- 16.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Information Technologies (publishedVersion)
- Funders
- Institut de Recerca i Innovació Educativa (PID 181960)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- collaborative writing, peer feedback, blended learning, academic writing, textual revision, co-evaluation, technology-supported collaboration, reflective writing, university students, graduate courses
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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