Online SRL Peer Feedback Groups After Each Training Lesson¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Participants who took the web-based SRL training were placed in groups; "Participants in Group TDP were assigned to peer feedback groups of five persons each", drawn where possible from the same field of study. Each group used a separate bulletin board, began with quiz questions to get to know each other, and after every lesson received a group task on self-regulated learning to be solved collaboratively. Mean self-rated active engagement was 3.18 on a six-point scale.

Design Implications¶

Context¶

Requirements¶

• Groups of five, members chosen from the same field of study where possible, communicating on a separate bulletin board
• A get-to-know-you activity: creating and guessing quiz questions about oneself
• Task 1 after Lesson 1: share individual time schedules and comment on peers' plans
• Task 2 after Lesson 2: discuss the cognitive learning strategies taught and how to apply them to the mathematics chapters
• Task 3 after Lesson 3: reflect on time management to date and adjust learning goals
• Experimenters remind non-participating members to engage, without applying pressure

Constraints¶

• Participants did not receive instruction on how to give feedback
• Not all groups benefitted to the same extent
• Peer feedback tasks were cumulative to the web-based training and were not tested in isolation

Target Learners¶

• Prospective university students in mathematically oriented fields (computer science, civil engineering, mechanical engineering, mathematics) taking a voluntary online mathematics preparation course

Target Learning Goals¶

• Use of self-motivation, volition and reflection strategies
• Time investment in a self-paced online course
• Mathematics performance on self-chosen focus chapters

Affordances¶

• Process Model Of Self Regulated Learning Schmitz Wiese

Related Strategies¶

• Reciprocal Peer Feedback
• Learner To Learner Peer Feedback
• Peer Feedback Protocols

Examples¶

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Key Sources¶

• Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381