The effect of peer feedback for blogging on college students' reflective learning processes

Ying Xie, Fengfeng Ke, Priya Sharma

Research output: Contribution to journalArticle

142 Scopus citations

Abstract

Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future.

Original languageEnglish (US)
Pages (from-to)18-25
Number of pages8
JournalInternet and Higher Education
Volume11
Issue number1
DOIs
StatePublished - Jan 29 2008

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications
  • Computer Networks and Communications

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