Online formative peer feedback in Chinese contexts at the tertiary level: A critical review on its design, impacts and influencing factors

Research output: Contribution to journalArticlespeer-review

Abstract

This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established; (b) the impacts of OPF were mainly reported on domain-specific learning and as positive; and (c) four types of factors either enhanced or weakened the OPF impacts, namely socio-cultural, material, interpersonal, and individual factors. This critical review provides a valuable reference to identify research gaps concerning OPF mechanism and suggests practical ways to maximise the benefits of OPF for university students. Copyright © 2021 The Authors. Published by Elsevier Ltd.
Original languageEnglish
Article number104341
JournalComputers & Education
Volume176
Early online dateSep 2021
DOIs
Publication statusE-pub ahead of print - Sep 2021

Citation

Zhan, Y., Wan, Z. H., & Sun, D. (2022). Online formative peer feedback in Chinese contexts at the tertiary level: A critical review on its design, impacts and influencing factors. Computers & Education, 176. Retrieved from https://doi.org/10.1016/j.compedu.2021.104341

Keywords

  • Chinese universities
  • Design elements
  • Impacts on learning
  • Influencing factors
  • Online peer feedback

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