Peer Feedback to Facilitate Project-Based Learning in an Online Environment

Abstract

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students ’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers ’ work and they frequently asked questions to help advance their peers ’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed