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Collaborative writing at work: Peer feedback in a blended learning environment

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Abstract

This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period of a semester, the students (n = 85) were divided into 25 work groups to carry out a co-evaluation assignment with the support of a technology platform. The results obtained indicate that, when collaborative writing includes peer feedback, instead of unidirectional corrections from the teacher, the students respond more reflectively and constructively, they discuss the content they are working with, and, as a result, they make significant changes in their own writing.

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Notes

  1. All figures are drawn from the survey conducted during the project. They can be consulted in full, in Spanish, in López-Pellisa et al. 2020b. The translations into English are our own.

  2. All examples are drawn from the qualitative interviews conducted during the project. They can be consulted in full, in Spanish, in López-Pellisa et al. (2020a). The translations into English are our own.

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Funding

This work was supported by the Institute for Educational Research and Innovation (IRIE) of the Universitat de les Illes Balears (Spain) through a teaching innovation project (PID 181960) led by Teresa López-Pellisa.

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Authors and Affiliations

  1. Universitat de les Illes Balears, Palma de Mallorca, Spain

    Teresa López-Pellisa & Fernando Rodríguez-Gallego

  2. Universitat Oberta de Catalunya, Barcelona, Spain

    Neus Rotger

Authors
  1. Teresa López-Pellisa
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  2. Neus Rotger
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  3. Fernando Rodríguez-Gallego
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Correspondence to Fernando Rodríguez-Gallego.

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López-Pellisa, T., Rotger, N. & Rodríguez-Gallego, F. Collaborative writing at work: Peer feedback in a blended learning environment. Educ Inf Technol 26, 1293–1310 (2021). https://doi.org/10.1007/s10639-020-10312-2

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