Dr.  Jamie  Costley
National Research University Higher School of Economics Institute of Education,  New Zealand

Title: Collaboration and Peer Feedback in Online Learning

Abstract:

Authors: Han Zhang1, Jamie Costley1

Affiliation: 1 Institute of Education, National Research University Higher School of Economics, Moscow, Russia, Myasnitskaya Ulitsa, 20, Moscow, Russia, 101000
+7 (985) 386 6349

The rapid popularity of online collaborative learning in recent years has led to an increasing interest in the impact of peer feedback on student learning. Online peer editing, as one form of peer feedback, offers students opportunities to think about their writing from multiple perspectives and to improve their writing skills through discussion and self-reflection. A large body of literature illustrates that peer feedback can improve student writing; however, few studies regard peer editing as a learning strategy, and even fewer research focus on online contexts. Most existing research on online peer editing has examined the role of peer feedback through questionnaires or interviews, this research strand is innovative in that it directly investigates students’ manuscripts and peer editing process to examine the relationship between the two peer feedback methods, comments and edits; and students' writing performance. According to extant literature, in general, giving and receiving comments and/or edits will lead to better academic performance. In our research the number of comments received is positively correlated with student writing scores. However, the edits received by the students and the student writing scores were negatively correlated. This shows the importance of more detailed research and thought about how peer-editing is to be implemented in online learning environments. 

Key words: Online peer editing; Peer feedback; Comments; Edits; Academic writing performance

Biography:

Dr. Costley is an assistant professor at The Higher School of Economics in Moscow. Dr. Costley has over 10 years of experience teaching courses at the undergraduate and post-graduate level and engaging in research into instructional design and online learning. Dr. Costley’s current research interests include collaboration and cognitive load theory, as well as research into video lecture design. Dr. Costley has published his work in top tier education technology journals including Distance Education, the Journal of Computer Assisted Learning, and the International Review of Research in Open and Distributed Learning. Since the beginning of 2017, Dr. Costley has published 30 papers registered in SCOPUS, with 17 of them being in the first quartile and 13 in the second quartile.