TY - JOUR
T1 - Giving feedback on peers’ concept maps as a learning experience
T2 - does quality of reviewed concept maps matter?
AU - Dmoshinskaia, Natasha
AU - Gijlers, Hannie
AU - de Jong, Ton
N1 - Funding Information:
This work was partially funded by the European Union in the context of the Next-Lab innovation action (Grant Agreement 731685) under the Industrial Leadership–Leadership in enabling and industrial technologies–Information and Communication Technologies (ICT) theme of the H2020 Framework Programme. This document does not represent the opinion of the European Union, and the European Union is not responsible for any use that might be made of its content. We would like to acknowledge the Next-Lab project team members–Jakob Sikken and Tasos Hovardas–for the development of the peer-assessment tool, and Emily Fox for inspiring comments.
Publisher Copyright:
© 2021, The Author(s).
PY - 2022/10/1
Y1 - 2022/10/1
N2 - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The quality of peers’ products is naturally an important factor that might influence not only the quality of the feedback that is given, but also the learning arising from this process. This experimental study investigated the effect of the level of quality of the reviewed product on the knowledge acquisition of feedback providers, as well as the role of prior knowledge in this. Dutch secondary-school students (n = 77) were assigned to one of three conditions, which varied in the quality of the learning products (concept maps) on which students had to give feedback while working in an online physics inquiry learning environment. Post-test knowledge scores, the quality of students’ own concept maps and the quality of the feedback given were analyzed to determine any effect of condition on the learning of feedback providers. Students providing feedback on the lower-quality concept maps gave better feedback and had higher post-test scores. There was no interaction with level of prior knowledge. Possible implications for practice and further research directions are discussed.
AB - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The quality of peers’ products is naturally an important factor that might influence not only the quality of the feedback that is given, but also the learning arising from this process. This experimental study investigated the effect of the level of quality of the reviewed product on the knowledge acquisition of feedback providers, as well as the role of prior knowledge in this. Dutch secondary-school students (n = 77) were assigned to one of three conditions, which varied in the quality of the learning products (concept maps) on which students had to give feedback while working in an online physics inquiry learning environment. Post-test knowledge scores, the quality of students’ own concept maps and the quality of the feedback given were analyzed to determine any effect of condition on the learning of feedback providers. Students providing feedback on the lower-quality concept maps gave better feedback and had higher post-test scores. There was no interaction with level of prior knowledge. Possible implications for practice and further research directions are discussed.
KW - Concept maps
KW - Giving feedback
KW - Inquiry learning
KW - Peer assessment
KW - Quality of reviewed product
KW - UT-Hybrid-D
UR - http://www.scopus.com/inward/record.url?scp=85115745595&partnerID=8YFLogxK
U2 - 10.1007/s10984-021-09389-4
DO - 10.1007/s10984-021-09389-4
M3 - Article
AN - SCOPUS:85115745595
SN - 1387-1579
VL - 25
SP - 823
EP - 840
JO - Learning environments research
JF - Learning environments research
ER -