Does perception mean learning? Insights from an online peer feedback setting
Bibliographic Data
| ID | 19378384 |
|---|---|
| Authors | Omid Noroozi (0000-0002-0622-289X, Chair of Education and Learning Sciences, Wageningen University and Research), Maryam Alqassab (0000-0002-6574-5113, Open University of the Netherlands, corresponding author), Nafiseh Taghizadeh Kerman (0000-0003-0046-0077, Ferdowsi University of Mashhad), Seyyed Kazem Banihashem (0000-0002-9978-3783, Chair of Education and Learning Sciences, Wageningen University and Research), Ernesto Panadero (0000-0003-0859-3616, Dublin City University) |
| Year | 2025 |
| Volume | 50 |
| Issue | 1 |
| Pages | 83-97 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2345669 |
| OpenAlex | W4396853963 |
| Language | EN |
| Citations received | 31 |
| References cited | 52 |
Many peer feedback studies examined students’ perceptions. Yet, little is known about how perceived and actual learning are related, and how they are influenced by individual and contextual characteristics including success level, educational level, gender, and academic major. This exploratory study addressed this research gap. Students from a Dutch university (N = 284) attended a three-week online module during which they were engaged in peer feedback on argumentative writing. At the end of the module, we measured students’ perceptions of learning. The results showed no significant effect of success level on perceived learning. Master students reported higher perceived learning than bachelor students regardless of success level. We did not find gender or academic major effects on perceived learning across different success levels. The findings suggest that relying solely on students’ perceptions of their learning experiences may not accurately reflect their actual learning. Students may need support to help them align their perceived learning with their actual learning achievements
Cognitive psychology · Human–computer interaction · Mathematics education · Multimedia · Online learning · Peer feedback · Perception · Computer Science · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Neuroscience · Psychology · Student Assessment and Feedback
Feedback in K-12 and higher education
Enhancing the Quality of Research Synopsis of International Students Through Peer Feedback
Student perspectives on integrating generative artificial intelligence into dual higher education curriculum
The effects of generative AI -supported peer feedback on preservice teachers’ learning outcomes, feedback uptake, and critical thinking
La función del feedback entre pares para fomentar la pragmática de la L2 en proyectos telecolaborativos
An evaluation of the determinants affecting students’ satisfaction and intention to use e-learning tools
Community of inquiry
The synergistic effects in an AI-supported online scientific argumentation learning environment
Emotionally enriched AI-generated feedback
Unpacking student engagement and its mediating role in predicting the relationship between self-determination and academic satisfaction among undergraduate students in higher education
Psychometric validation of the ‘ChatGPT acceptance and use scale’ (AUS-GPT), and comparative analysis of its adoption among Mexican higher education students (2023-2025)
Artificial intelligence–enabled teaching
The Impact of Generative Artificial Intelligence on Academic Development of Chinese Students in Humanities and Social Sciences
The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge
What they provide and how
Bridging AI chatbot use and critical thinking
Games in education
Reimagining classroom dynamics
ChatGPT-enhanced mobile instant messaging in online learning
Effectiveness of gamified intelligent tutoring in physical education through the lens of self-determination theory
Not All Received Peer Feedback Is Equal
Comparison of AI ‐Generated and Instructor Feedback
Revolutionising Higher Education
Peer Interactions During Computer‐Supported Collaborative Learning
Assessor versus assessee
Impact of Perceived Interactivity in CodeCombat on Vocational Students' Computational Thinking
Assessing student perceptions and use of instructor versus AI ‐generated feedback
Why students fail to revise? Analysis of written metalinguistic feedback and cognitive effort on revision success
Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing
The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy
Will generative AI replace teachers in higher education? A study of teacher and student perceptions
Handbook of Research on Educational Communications and Technology
Scaffolding game-based learning
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Relations between scripted online peer feedback processes and quality of written argumentative essay
Peer feedback content and sender's competence level in academic writing revision tasks
A review of feedback models and typologies
Student perceptions of assessment feedback
Students’ perceptions about peer assessment for writing
Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning
How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning
Online peer feedback patterns of success and failure in argumentative essay writing
Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments
Design and development of an online formative peer assessment environment with instructional scaffolds
Using learning analytics to understand student perceptions of peer feedback
Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions
Online Illusions of Understanding
Peer feedback or peer feedforward? Enhancing students’ argumentative peer learning processes and outcomes
Structural validity and invariance of the Feedback Perceptions Questionnaire
Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task
Aligning assessment with long‐term learning
Are men and women really different? The effects of gender and training on peer scoring and perceptions of peer assessment
Using peer assessment to evaluate teamwork from a multidisciplinary perspective
Online peer feedback on video presentations
Peer feedback on academic writing
Social presence in online discussion groups
Collaboration and psychological ownership
Student conceptions of feedback
Measuring nominal scale agreement among many raters
| Unique citing works | 31 |
|---|---|
| Citations per year | 15,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 30 |