ERIC Number: EJ1023964
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 55
Effects of Feedback on Collaborative Writing in an Online Learning Environment
Guasch, Teresa; Espasa, Anna; Alvarez, Ibis M.; Kirschner, Paul A.
Distance Education, v34 n3 p324-338 2013
The need for supporting student writing has received much attention in writing research. One specific type of support is feedback--including peer feedback--on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.
Descriptors: Collaborative Writing, Feedback (Response), Electronic Learning, Writing Processes, Asynchronous Communication, Epistemology, Instructional Effectiveness, Teaching Methods, Writing Improvement, Teacher Response, Peer Evaluation, Hypothesis Testing, Psychology, Quasiexperimental Design, Intervention, Essays, Learning Modules, Pretests Posttests, Foreign Countries, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: Spain