Ertmer et al. (2007)’s article focused on the role of feedback in online learning environments, specifically in class discussions. The study is aimed to evaluate the perception of students in regards to giving and receiving feedback to peers in online discourse. Further, the study focuses on the quality of the discourse given and received as a beneficiary of feedback. Throughout the study, graduate students were engaged in online discussions and provided feedback based on Bloom’s Taxonomy. Data was collected through interviews, ratings of the discussion posts, as well as interviews following the completion of the semester. The findings of this study concluded that while there was no data to support improvement in post quality, students’ perceptions of peer feedback improved from the beginning of the study.

The study used mixed methods to collect data including participant interviews, discussion post ratings based on a scale using bloom’s taxonomy, and entry/exit survey questionnaire. Feedback on the discussion posts was given by both the students and the researchers, including the same rubric to avoid inconsistencies. The inclusion of using bloom’s taxonomy was a strong choice in its relation to the educators familiarity with the framework. The surveys included 13 questions using the Likert scale, and 5 open-ended questions. This choice of format benefited the study as it allowed quantitative data in addition to a form which allowed for context to be gained in open-ended responses. Interviews also provided contextualized answers giving the participants room to express their experience and full thoughts on the feedback provided. The methods used for collecting data throughout this study were appropriate and a strength of the overall research.

While feedback is often considered to be a ‘given’ in learning environments, it is incredibly important, especially in online learning environments. While the findings in this study were not entirely conducive towards improvements in discussion quality, the perception of feedback from students and the learning environment increased. When considering how technology could play a role in it, a variety of tools like Moot, allow for feedback in real time with more context than a traditional rubric. AI tools also can be an effective means of providing feedback with tools like BriskIt! which can take a pre-designed rubric and generative feedback specific to writing and the rubric. Grammarly has also been an AI tool around for a minute which students and some teachers alike have found valuable. AI has become more of an interest for me regarding my previous mentions of research possibilities. Feedback could be an area where AI in the classroom is suitable and specifically in inquiry-based assignments, where students are guided by their exploration, AI can be an effective means to provide feedback in a variety of products.

Sources
Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., … & Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. Journal of Computer-Mediated Communication, 12(2), 412-433.