Not All Received Peer Feedback Is Equal: The Self-Regulation Bridge Between Online Peer Feedback and Learning Outcomes

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-07-02 DOI:10.1002/jcal.70288

Erqi Zhang, Zhaoli Zhang, Xiaojuan Li, Jiahao Li, Hai Liu

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引用次数: 0

Abstract

Background

Peer feedback is widely used to enhance learning outcomes in online or blended learning. Previous research has suggested that online peer feedback could promote self-regulation, while the precise role of self-regulated learning in the relationship between specific types of received peer feedback and learning outcomes remains unclear. This knowledge gap limits the effective design of online peer feedback interventions.

Objectives

This study aimed to examine the effects of three types of peer feedback (affective feedback, cognitive feedback, and metacognitive feedback) on feedback receivers' learning outcomes and to explore the mediating role of self-regulated learning in these relationships.

Methods

A total of 248 undergraduate students participated in the online peer feedback activity for a blended English writing course. At the end of the course, students completed a questionnaire measuring their perceptions of the received peer feedback and their self-regulated learning. Structural equation modelling was employed to investigate the direct and indirect effects among the variables.

Results and Conclusions

Results showed that only metacognitive feedback had a significant direct effect on feedback receivers' learning outcomes, but affective feedback and cognitive feedback did not. Importantly, self-regulated learning significantly mediated the effects of all three types of peer feedback on feedback receivers' learning outcomes. These findings highlight that not all received peer feedback is equal, and fostering self-regulated learning is crucial for translating online peer feedback into improved learning outcomes.

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并非所有收到的同伴反馈都是平等的：在线同伴反馈和学习成果之间的自我调节桥梁

在在线或混合学习中，同伴反馈被广泛用于提高学习效果。先前的研究表明，在线同伴反馈可以促进自我调节，而自我调节学习在特定类型的同伴反馈和学习结果之间的关系中的确切作用尚不清楚。这种知识差距限制了在线同伴反馈干预措施的有效设计。目的探讨三种同伴反馈（情感反馈、认知反馈和元认知反馈）对反馈接受者学习结果的影响，并探讨自我调节学习在这些关系中的中介作用。方法248名大学生参与了混合式英语写作课程的在线同伴反馈活动。在课程结束时，学生们完成了一份调查问卷，测量他们对收到的同伴反馈和自我调节学习的看法。采用结构方程模型分析了各变量之间的直接和间接影响。结果与结论结果表明，只有元认知反馈对被反馈对象的学习结果有显著的直接影响，情感反馈和认知反馈对被反馈对象的学习结果没有显著的直接影响。重要的是，自我调节学习显著中介了三种同伴反馈对反馈接受者学习结果的影响。这些发现强调，并非所有收到的同伴反馈都是平等的，促进自我调节学习对于将在线同伴反馈转化为改进的学习成果至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope