Abstract
Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on performance are not consistently positive; however, these findings are frequently ignored by those who assume that all feedback improves performance. Feedback Intervention Theory (FIT) organizes the wide variability in this body of research by outlining conditions when feedback can be expected to improve or impair performance. In the present research, peer review comments were analyzed in comparison to the QM guidelines for writing effective recommendations and FIT to evaluate the feedback from the peer review process. Results of this study are applied to inform future training and peer review implementation.
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