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Cited by 84Student Assessment and FeedbackOnline and Blended LearningInnovative Teaching and Learning Methods

Designing and implementing peer formative feedback within online learning environments

Gikandi, J.W., Morrow, D.·2016·Technology, Pedagogy and Education
DOI 10.1080/1475939x.2015.1058853
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Abstract

With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ participation and meaningful engagement. The findings further showed that opportunities for dialogic peer formative feedback promoted learning support and self-regulation.

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  • Environments or instructional interventions that offered more opportunities for getting and providing formative peer feedback, reviews or assessment promoted learning support, interactive collaborations and reflection, and were more likely to drive knowledge development.

    “In addition to the videos, the environments or instructional interventions that offered more opportunities for getting and providing formative peer feedback, reviews or assessment promoted learning support, interactive collaborations and reflection (Dooly and Sadler 2020;Gikandi and Morrow 2016;Luo, Murray, and Crompton 2017), and were more likely to drive to knowledge development (Evens et al. 20”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Gikandi and Morrow 2016

  • Focusing on formative assessment to enhance students' learning, with special attention to peer-to-peer forms of assessment, promoted learners' participation and meaningful engagement.

    “focusing on formative assessment to enhance students' learning (Delfino and Persico 2007;Uribe and Vaughan 2017), with a special attention to peer-to-peer forms of assessment to promote learners' participation and meaningful engagement (Gikandi and Morrow 2016;Wen and Tsai 2008);”

    From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Gikandi and Morrow 2016

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Authors
Gikandi, J. W., & Morrow, D.
Affiliations
University of Canterbury (NZ)
Corresponding author
Gikandi, J.W.
ORCID
Gikandi, J.W.
Venue
Technology, Pedagogy and Education
Publisher
Informa UK Limited
Published
2015-09-02
Volume
25
Issue
2
Pages
153-170
ISSN
  • 0962-029X (ISSN-L)
  • 1475-939X
  • 1747-5139
DOI
10.1080/1475939x.2015.1058853
OpenAlex
W2243708435
Cited by
84
References
24
Citations by year
2026: 4 · 2025: 7 · 2024: 10 · 2023: 12 · 2022: 18 · 2021: 16 · 2020: 9 · 2019: 2 · 2018: 5 · 2017: 1
FWCI
10.00
Type
journal article
Language
en
Open access
closed
Locations
  • Technology Pedagogy and Education (publishedVersion)
  • Mount Kenya University E-Repository (Mount Kenya University) (submittedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
virtual learning environments, student engagement, student self-regulation, learning support, dialogic feedback, continuing teacher education, online course design, postgraduate teacher education

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