Peer Comments Research Articles

Factors Ascendant Consumer’s Impression Towards Purchase Decision on Social Media

The Internet has expanded marketing communication channels beyond traditional print, electronic, and transportation media to include social media in cyberspace. Social media platforms like Facebook, YouTube, Google, and Twitter have recently become increasingly popular. Last three decades. Social media is a popular mode of communication for people from every stage of life, offering a variety of formats including images, videos, jokes, and peer comments. Social media platforms influence how buyers perceive a merchant's goods or services. Social networking is increasingly used to facilitate business transactions between vendors and customers. In today's digital age, people are transitioning from traditional to online purchase. Consumer attitudes are shifting. Researchers have questions about how social media influences customers' internet shopping decisions. Can buyers discern between branded and non-branded products? How long will consumers associate with the present brand? Is there any criteria set by consumers while acquiring products? The researcher used this investigation to identify answers to the questions listed above. To researcher obtained various statistical tools through SPSS to understand the consumer’s impression towards purchase decision on social media.

Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry

Peer feedback has been of paramount importance in second language (L2) writing given that L2 learners especially need the facilitative role of feedback in improving their writing skills. Despite recent research highlighting the benefits of peer feedback in L2 writing, there is a call for more qualitative studies situated in classroom contexts to explore the continuous flow of peer feedback in a social community including technology-enhanced interactive social settings. This case study takes the students at a university in Turkey as the center of the peer feedback process and explores how L2 writers (n = 35) using student blogs for online peer evaluation in the naturalistic setting of an academic writing course perceive online peer feedback in L2 writing. This qualitative study adopted a case study design using the data from students’ essays (210 essays), blog-mediated peer comments (on 35 student blogs), and self-reflection papers (105 reflections). The data was analyzed through Braun and Clarke’s inductive thematic analysis. The analysis resulting in four themes revealed that peer feedback experienced in an online writing community improved students’ ability to perceive and use feedback effectively by creating opportunities for a shared understanding of peer feedback and establishing a writing community and also enhanced students’ critical thinking skills as an essential aspect of the writing process. This study provides insights into the student experience of online peer feedback in L2 writing, highlighting the importance of creating a supportive and collaborative learning environment to foster effective feedback practices and enhance the students’ L2 writing skills.

The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance

Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and subsequent text quality. Therefore, the present study examined the online peer feedback sessions of 186 graduate students enrolled in a scientific writing course at a Korean university. It aimed to investigate the possible moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance. The results showed that there is no relationship between the number of received comments and student writing performance. Furthermore, no significant correlation was observed between the number of implemented comments and student writing performance. However, importantly, a moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance was found. In other words, the more total comments students receive, the less their implementation will be associated with significant improvement of writing quality. This result is significant because it suggests that in online collaborative learning contexts, there is an upper limit of peer comments, above which the original author can no longer effectively implement them to improve writing performance.

Graduate writers’ perceptions of teacher-student group conferences in an EAP writing course

Teacher-student group conferences (TSGCs) integrate the advantages of peer response with those of individual writing conferences, allowing teachers to comment on learners' drafts while students apprentice into the peer reviewer role by observing the teacher's model. Although several scholars have advocated for TSGCs as a pedagogical practice, TSGCs have received little empirical attention. This study exemplifies how I used TSGCs as an intervention in my graduate-level EAP writing class. Using data from pre/post course surveys, post-TSGC feedback forms, post-course interviews, and final course evaluations, I report on students' perceptions of the TSGCs, including their perceived advantages and disadvantages. Overall, students appreciated the diverse perspectives TSGCs provided and the learning opportunities available when reviewing peers' drafts, receiving feedback, and listening to my comments. Although students' lack of disciplinary knowledge was occasionally problematic, they still saw the utility of TSGCs. Students also outlined strategies they developed for giving feedback if their peers' papers were difficult to understand. Disadvantages identified included difficulties from mixed proficiency levels, time and format limitations, disciplinary distance, quality of peer comments, and cultural differences. I conclude with suggestions for addressing these disadvantages, focusing specifically on important considerations when using TSGCs with graduate students from diverse backgrounds.

Improvement in the quality of feedback as an indication of the development of evaluative judgement

Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. This paper presents the results of an intervention, based on a didactic sequence that included a peer assessment process, carried out in three courses with an iterative task of two feedback loops. A total of 1173 comments from 114 students were collected and analysed under a triple categorisation. A classification of peer comments is presented, which can be used and transferred to other work aiming at a similar analysis. From the first loop to the second, a higher percentage of comments classified as positive corrective feedback is observed, and an improvement in the quality of comments in all courses. In addition, the quality of comments differs greatly according to the type of assessment criteria. These results are discussed, outlining strategies for future designs.

Sustainable education on improving the quality of peer assessment: design and implementation of an online deep learning-based peer assessment system

PurposeAs global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.Design/methodology/approachThis study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.FindingsThe research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.Originality/value ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

The Incorporation of Facebook-Based Peer Comments Into Writing Revisions: A Framework for Social-Network Peer Commentaries

This study determined the degree to which students used peer feedback from Facebook to revise their writing papers and explored the students’ perspectives on a framework of using a social network for peer commentaries. The study enrolled two intact groups, 40 students in the control group and 32 students in the experimental group, at a university in Ho Chi Minh City, Vietnam. The student’s initial and final drafts, peer reviews, and semi-structured interviews were used to collect data. The results indicated that 45% of changes were made in response to peer reviews, while 55% were made solely on the basis of the student’s own judgments. Additionally, the overall number of revisions made by students was greater than the number of revisions caused by comments at higher levels such as “Clause,”“Sentence,” and “Paragraph.” Numerous previous studies refuted the current study’s results, raising questions for researchers/instructors considering using Facebook as a forum for their writing classes because the students become more responsible for developing their writing skills.

Examining the relationship between peer feedback classified by deep learning and online learning burnout

Students are prone to experiencing learning burnout while engaged in online learning due to the lack of interaction. However, peer feedback can play an important role in alleviating learning burnout. This study uses a combination of deep learning (DL) and statistical analysis to investigate the relationship between online peer feedback and learning burnout. Several DL algorithms, including Bidirectional Encoder Representations from Transformers (BERT), Bi-directional Long Short-Term Memory (Bi-LSTM), and BERT-Bi-LSTM, are compared to classify peer comments in terms of cognitive content and affective state. Moreover, by using the feedback classified by DL and survey data from 116 participants, multiple linear regression (MLR) analysis is employed to explore the relationships between online learning burnout and feedback messages. The results show that the BERT model achieves the best performance in terms of classification performance and agreement with manual coding. Further, we find that student burnout is significantly influenced by peer feedback. Individuals who receive more suggestive feedback experience a greater reduction in emotional exhaustion. However, when receiving more reinforcing feedback without guidance, learners' behavior tends to deteriorate. From an affective perspective, the more positive feedback the learners receive, the more they tend to exhibit higher levels of emotional exhaustion and a diminished sense of achievement. And when receiving more negative feedback, learners tend to have a worse emotional experience and demonstrate poorer self-learning behavior. This study contributes to our understanding of the application of DL in peer assessment and the impact of received peer feedback on preventing and alleviating learning burnout.

Trainee Love and Breakup Letters to NephSIM: A Free, Mobile-Optimized, Nephrology Teaching Tool.

It is not known how learners feel about free open access medical education (FOAMed) as they progress through their training from medical school to fellowship. Love and breakup letter methodology (LBM) is a technique that has been used extensively in user experience technology-based research but has not previously been used in evaluating medical education tools. LBM asks participants to creatively write a "love" or "breakup" letter to a product under study to capture their thoughts and emotions when engaging with it. We conducted qualitative analysis of data from focus groups to explore how attitudes toward a learning platform change at various training stages and to broaden our understanding of how we meet learners' needs through a nephrology FOAMed tool, NephSIM. Three virtual, recorded focus groups were conducted with second-year medical students, internal medicine residents, and nephrology fellows ( N =18). At the start of the focus group, participants composed and read their love and breakup letters. Semistructured discussions were then led by facilitator-driven questions and peer comments. After transcription, inductive data analysis was conducted using Braun and Clarke's six-step thematic analysis. Four main themes were seen across all groups: attitudes toward teaching tool, perception of nephrology, learning needs and approach, and application to practice. Preclinical students positively viewed the opportunity to simulate the clinical setting and unanimously wrote love letters. Reactions from residents and fellows were mixed. Residents were interested in brevity and speed of learning, preferring algorithms and succinct approaches to meet their practice-based learning needs. Fellows' learning needs were driven by a desire to prepare for the nephrology board examination and review cases uncommonly seen in practice. LBM provided a valuable methodology through which to identify trainee reactions to a FOAMed tool and highlighted the challenges of meeting learning needs of a continuum of trainees with a single learning platform.

EFL student engagement with giving peer feedback in academic writing: A longitudinal study

While a number of studies on peer feedback in academic writing have been done on how students engaged with received feedback in a single assignment, little work has examined engagement with giving feedback and across a longer timeline, which is problematic for a pedagogical technique that is often new to EFL students and should be used repeatedly in a semester. Using a mixed method design that draws upon transcripts of voiced peer comments, monthly reflection journals, semi-structured interviews, stimulated recalls, and two rounds of a self-efficacy survey, this longitudinal study examined how three EFL undergraduates of relatively different proficiency levels affectively, behaviorally, and cognitively engaged with giving feedback over ten iterative feedback practices in an EAP writing course. The findings showed both initial engagement differences and extensive gains in engagement across all three learners despite challenges in proficiency and self-efficacy. Pedagogical implications of how peer feedback could be enhanced in EAP writing courses are discussed.

EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level

Feedback is crucial for assisting EFL writers since writing in English is challenging for them. Although numerous research studies have been done on the usefulness of peer and teacher feedback in EFL writing, studies that show the differences between the effectiveness of teacher's feedback versus peer's feedback and the student's reactions to mixing feedback are generally rare. This study was thus conducted on the peer and teacher feedback and both feedback model in three writing paragraphs for twenty students at an intermediate school in Buraydah, Saudi Arabia, where English is taught as a foreign language. To identify the students' reactions in the pre-post application of the questionnaire and the pre-post test design for one group of students, the study used a semi-experimental approach. The findings indicated no significant differences at a significance level of less than 0.05 between the mean scores of the peers and the teacher feedback. The experiment had success in terms of students’ positive attitudes towards mixing feedback models, the usefulness of peer comments, high percentages of feedback incorporations, and high overall writing scores. Therefore, based on the study results, the researcher confirms the usefulness of mixed feedback and recommends using it to improve student's' English writing skills.

Self-regulating writers’ uses and non-uses of peer feedback

This study contributes to knowledge about peer review by identifying how different components motivate self-regulating learners’ adaptations in later writing. The study followed the changes to writing approach that first-year undergraduates deployed before, during and after peer review workshops. The workshops consisted of: holistically reviewing and discussing examples, developing criteria, writing a practice essay, reviewing three peer essays and receiving peer comments. Case study analysis drew on self-regulated learning theory and triangulated self-report with textual and/or think-aloud evidence. Eight of the ten case writers made adaptations to their writing which could be traced back to workshop learning. Analysing examples sparked students’ initial adaptations to their writing approach in the workshop essay. They then refined, adjusted and added new adaptations in the post-workshops essay. Students made varied use of peer comments, which were not often new information as students had already reflected on writing. Only two writers demonstrated direct uptake of peer feedback information, implementing suggestions in their post-workshop essay. Yet comments also verified the success of strategies, boosted self-efficacy and confirmed priorities for next steps. Behind some apparent non-uses there were interim steps for development. The study contributes to understanding of what it means to use peer feedback.

Stimulating music educator worldview change through a pedagogy of provocation, critical thinking and peer-review

Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-diverse and modern, technology-saturated musics, and train the next generation to hold similar views. A MOOC (Massive Open Online Course) was developed to challenge music teachers’ worldviews and to develop critical thinking about the field. In this mixed-methods study, we analysed 18 months of qualitative and quantitative data provided by the more than 1,600 course participants in response to paedagogical ‘provocations’ to assess whether it was successful in prompting critical thinking and worldview change. We used three methods to interrogate three distinct datasets: basic content analysis of participants’ publicly written reflections, statistical analysis of peer marking and context-network maps of peer comments. Between-methods triangulation crystallised our findings. We find that through required peer-review of public postings, an online community of practice formed, that it encouraged teachers to engage deeply with new ideas, and engage in Critical Thinking. We find that those who had a disposition towards critical thinking in the early assessments responded most positively to the pedagogy of provocation and were consistently prepared to question their own worldview and practice.

Earnings expectations and interactive discussions with corporate insiders

This study aims to empirically clarify the informational role of interactive discussions with corporate insiders by analyzing how participants’ expectations are affected by their participant comments during analyst and investor days. The results indicate that the tone of management presentations and responses to participants’ comments exhibit no impact on analysts’ expectations of company performance. By contrast, analysts’ earnings forecasts react significantly to comments from their peers (especially star analysts). Furthermore, peer comments contain additional information on analysts’ forecast errors. Finally, analysts whose earnings forecasts diverge positively (negatively) from the consensus are influenced by their peers' negative (positive) opinions. The results suggest that interactive meetings contribute in acquiring information and opinions from other participants (especially informed participants) rather than from corporate insiders.

Evaluation of Peer Comments for Small-Group Discussion in Curriculum With Virtual and In-Person Settings Using Latent Space Social Network Models.

Evaluation of Peer Comments for Small-Group Discussion in Curriculum With Virtual and In-Person Settings Using Latent Space Social Network Models.

EXPLORING THE VALUE OF PEER FEEDBACK IN AN ESL WRITING CLASS

The study of peer feedback in enhancing learning has been evident in the literature. Notably, its value has left marked improvement in language learning. Although there have been critics about its significance, it undeniably has significant traces in learning. This study looked into the practice of peer feedback implemented during a writing course program that took four weeks to complete. The study aimed to explore learners' perceptions about the practice and the challenges they faced while engaging in peer feedback practices. The study adopted a qualitative approach in which data were obtained from 10 participants' reflective writings collected at the completion of the writing programme. The results indicated that learners found they had a positive experience with the practice because the feedback from peers complemented feedback received from the teacher. Furthermore, the practice provided more opportunities for class interaction between peers, thus making English class more meaningful. However, setbacks like time constraints and students' acceptance of peer comments are challenges that need to be addressed in the future. Nevertheless, peer feedback in ESL classrooms, particularly in writing class, is worth considering in enhancing English language learning experience.

Visualizing protein data sets in R through a student peer-review rubric.

The R programming language and computing environment is a powerful and common platform used by life science researchers and educators for the analysis of big data. One of the benefits of using R in this context is its ability to visualize the results. Using R to generate visualizations has gained in popularity due to the increased number of R packages available to convert data to graphic display. In this paper, I ask the following question: how can student engagement with protein analysis be promoted using R-based visualizations in the classroom? During the 2021 IUBMB/ASBMD workshop "Teaching Science with Big Data", I presented a teaching strategy that used R for the visualization of protein data. In this report, I provide a teaching procedure and a summary of how students engaged with these data in our Introduction to R for Professional Data Science class. This report is based on a case study methodology by reviewing student peer comments for protein analyses conducted in R. The results indicated that students were active participants in the peer-review process and that they learned to take a critical view of data visualization.

Spread of gambling abstinence through peers and comments in online self-help chat forums to quit gambling

Habit formation occurs in relation to peer habits and comments. This general principle was applied to gambling abstinence in the context of online self-help forums to quit gambling. Participants in this study, conducted between September 2008 and March 2020, were 161 abstinent and 928 non-abstinent gamblers who participated in online self-help chat forums to quit gambling. They received 269,317 comments during their first 3 years of forum participation. Gamblers had an increased likelihood of 3-year continuous gambling abstinence if they had many peers in the forums. However, they had a decreased likelihood of gambling abstinence if they received rejective comments from the forums. Based on these results, online social network-based interventions may be a new treatment option for gamblers.

Fostering college students’ critical thinking skills through peer assessment in the knowledge building community

ABSTRACT Critical thinking is one of the core twenty-first century skills. This study designs the strategy of peer assessment based on the theory of knowledge building to improve a class of 33 undergraduate students’ critical thinking skills in one semester. The context of knowledge building has four phases—idea generation, idea connection, idea improvement, and rising above—which are iterated by three rounds of peer assessment. In this study, the dependent variable was critical thinking skills, and the independent variable was peer assessment. Data sources include critical thinking skills surveyed, peer comments on Knowledge Forum and grades scored by students. The results showed that (1) students’ critical thinking skills were significantly improved; (2) students’ reports have risen in peer assessment; and (3) students’ critical thinking skills are significantly correlated with peer assessment in the knowledge-building community with both peer comments and peer grades. The findings indicated that knowledge building created a positive culture for the promotion of critical thinking skills, comments that expressed strong disagreement could improve students’ critical thinking skills, and the formation of community knowledge played a substantial role in promoting students’ critical thinking skills.

Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?

Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.