Annotated Bibliography Entry:

Citation: Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., Lei, K., & Mong, C. (2007). Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer-Mediated Communication, 12(3), 412–433. https://doi.org/10.1111/j.1083-6101.2007.00331.x

Summary: Ertmer et al. (2007) conducted an exploratory study investigating the impact of peer feedback on the quality of students’ online discussion postings within a graduate-level course. The study employed a mixed-methods approach, combining qualitative and quantitative data from pre- and post-course surveys, peer-graded postings, and participant interviews. Using Bloom’s taxonomy as the framework for evaluating higher-order thinking, the study found that peer feedback helped maintain the quality of online discussions but did not significantly improve it. Students preferred instructor feedback over peer feedback, citing its perceived higher quality and reliability. However, the process of giving peer feedback was reported to enhance critical reflection and promote self-regulation among students.

Evaluation: This study addresses the growing need for scalable feedback mechanisms in online education, emphasizing the potential and limitations of peer feedback. Its findings are particularly relevant to educators designing collaborative and interactive online courses. The authors adeptly used Bloom’s taxonomy to assess cognitive depth, lending validity to their conclusions. However, the small sample size (n=15) and the short duration of the study limit the generalizability of the findings. Additionally, logistical issues, such as delays in peer feedback delivery, undermined one of its proposed advantages—timeliness. The study could be improved by exploring diverse peer feedback models and extending the observation period.

Relevance to My Work: This study is pivotal for understanding how peer feedback mechanisms can be integrated into online learning environments to foster higher-order thinking and community building. It aligns with my research interests in using adaptive technologies and collaborative strategies to support learning. The insights on feedback preferences (peer vs. instructor) and the challenges of implementing peer feedback effectively inform strategies for addressing scalability in feedback systems, particularly in adaptive learning platforms for autistic students. This work highlights the importance of training students in feedback provision and demonstrates how peer feedback complements instructor feedback to maintain learning quality.