Abstract
In this paper, a review of literature was undertaken to explore peer feedback studies in technology-supported learning environment. The objectives are to: (1) find out the extent to which technology-supported peer feedback has been studied in different contexts of teaching and learning (2) identify the opportunities/ affordances offered by technology-supported peer feedback activity and (3) summarize the potential challenges/ constraints of technology-supported peer feedback activity. Articles related to peer feedback practices conducted with the use of technology were searched from two databases: ScienceDirect and Taylor & Francis Online from 2015 to 2019. Of the final 33 articles selected for full review, 25 studies (75.8%) were conducted in the context of student writing and the three most productive research lines identified are different types/ characteristics of peer feedback, students’ perceptions on their experience of doing peer feedback activity and the impacts of peer feedback on students’ learning performance. Five most dominant affordances of technology-supported peer feedback activity were identified as follows: (1) opportunities to get high-quality feedback for student learning (2) promoting students’ deep self-reflection (3) convenience and ease (4) creating a safe and supportive learning environment and (5) opportunities to get peer support through interaction. Meanwhile, four main challenges were summarized as: (1) students’ lack of confidence to provide feedback (2) the lack of constructive peer feedback (3) students’ lack of trust in their peers’ ability to provide feedback and (4) students’ lack of active response to peer feedback. Some recommendations arising from the review are also discussed in this paper.
Highlights
Peer feedback is defined as “a communication process through which learners enter into dialogues related to performance and standards” (Liu and Carless, 2006, p.280)
Research Objectives The objectives of this paper are outlined as follows: (1) to find out the extent to which technologysupported peer feedback has been studied in different contexts of teaching and learning (2) to identify the opportunities offered by technology-supported peer feedback activity and (3) to summarize the potential challenges/ constraints of technology-supported peer feedback activity
The findings are presented in three sections: (1) research focus and classroom context in technology-supported peer feedback studies (2) affordances of technology-supported peer feedback activity and (3) challenges/ constraints of technology-supported peer feedback activity
Summary
Peer feedback is defined as “a communication process through which learners enter into dialogues related to performance and standards” (Liu and Carless, 2006, p.280). Peer feedback can be an important tool to facilitate student learning due to following arguments. Communication of errors might be less intimidating and more acceptable among students. This is because not all students can successfully process teachers’ corrective feedback, learners with high language anxiety (Sheen, 2008). Recent trends in peer feedback practices, have evidenced the use of technology. The ubiquitous presence of technology has inspired technologysupported teaching and learning which allows peer feedback to be incorporated seamlessly into the classroom
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