Research Article
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The impact of peer feedback on collaborative problem-solving skills in the online environment

Year 2023, Volume: 10 Issue: 3, 563 - 579, 22.09.2023

Yeşim Karadağ Seher Yalçın

https://doi.org/10.21449/ijate.1290901

Abstract

The aim of this study is to investigate the impact of online peer feedback in the Information Technologies and Software course on the improvement of collaborative problem-solving skills (CPS), which are considered essential skills for the 21st century. The impact of peer feedback on CPS was designed using a mixed-methods approach that combines quantitative and qualitative data in the research. The study employed a set of CPS tasks that were specifically designed to measure the target behaviors outlined in the 6th-grade Information Technologies and Software course curriculum. Additionally, the study made use of various instruments, including a peer feedback survey, a longitudinal rating scale for tracking the development of CPS, and a peer feedback interview protocol. As a result, a statistically significant difference was found between the CPS of the experimental and control groups. According to the results of the study, it can be expressed that the CPS and peer feedback skills of the students in the experimental group have improved and that they have a more positive attitude toward giving peer feedback and solving collaborative problems based on the results of the interview form.

Keywords

Collaborative problem solving Peer feedback 21st-century skills Collaborative learning Information technologies and software

Ethical Statement

Ankara University, 31.05.2021, 10/221.

References

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  • Anwar, D., Rozimela, Y., & Suryani, R.W. (2019). Exploring the effect of peer feedback and the students’ perceptions of the feedback on students writing skill. International Journal of Secondary Education, 7(4), 116. https://doi.org/10.11648/j.ijsedu.20190704.14
  • Arıcı, Ö. (2019). Türk öğrencilerin PISA 2015 sonuçlarına göre aracılık modelleriyle işbirlikçi problem çözme becerilerine ilişkin faktörlerin incelenmesi [Investigation of factors related to Turkish students' collaborative problem solving skills with mediation models according to PISA 2015 results] [Unpublished master’s thesis]. Ankara Üniversitesi, Ankara, Türkiye.
  • Ashman, A.F., & Gillies, R.M. (2003). Co-operative learning. Psychology Press.
  • Atar, H.Y., & Yavuz, E. (2020). An examination of Turkish students’ PISA 2015 collaborative problem-solving competencies. International Journal of Assessment Tools in Education, 7(4), 588-606. https://doi.org/10.21449/ijate.682103
  • Aydın, F. (2020). 7. sınıf öğrencilerinin matematik dersinde işbirlikli problem çözme becerilerinin gelişiminin izlenmesinde kullanılabilecek boylamsal bir test deseni [A longitudinal test design for monitoring the development of 7th grade students’ collaborative problem solving skills in mathematics course] [Unpublished master’s thesis]. Gazi Üniversitesi, Ankara, Türkiye.
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  • Bayat, A., Biemans, H.J., Ginkel, S., Hatami, J., Mulder, M., & Noroozi, O. (2020). Students online argumentative peer feedback, essay writing, and content learning: Does gender matter?. Interactive Learning Environments, 28(6), 698 712. https://doi.org/10.1080/10494820.2018.1543200
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  • Bijami, M., Kashef, S.H., & Nejad, M.S. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91 97. https://doi.org/10.5296/jse.v3i4.4314
  • Bonner, B.L., Laughlin, P.R., & Miner, A.G. (2002). Groups perform better than individuals on letters-to-numbers problems. Organisational Behaviour and Human Decision Processes, 88, 605–620. https://doi.org/10.1016/S0749-5978(02)00003-1
  • Bulu, S.T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students prior knowledge and metacognitive skills. Computers in Human Behavior, 28(4), 1162 1169. https://doi.org/10.1016/j.chb.2012.01.026
  • Büyüköztürk, Ş. (2005). Anket geliştirme [Survey development]. The Journal of Turkish Educational Sciences, 3(2), 133 151. https://dergipark.org.tr/en/pub/tebd/issue/26124/275190
  • Cansoy, R. (2018). Uluslararası çerçevelere göre 21. yüzyıl becerileri ve eğitim sisteminde kazandırılması [21st century skills according to ınternational frameworks and their acquisition in the education system]. Journal of Human and Social Sciences Research, 7(4), 3112-3134. https://orcid.org/0000-0003-2768-9939
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  • Carless, D., & Liu, N.F. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279 290. https://doi.org/10.1080/13562510600680582
  • Carnell, E. (2000). Dialogue, discussion and secondary school students on how others help their learning. In S. Askew (Ed.). Feedback for learning (pp. 46-61). Routledge.
  • Clark, V.L.P., & Creswell, J.W. (2017). Designing and conducting mixed methods research. Sage publications.
  • Clewley, D., Dowell, N., & Graesser, A.C. (2017). Assessing collaborative problem solving through conversational agents. In Innovative assessment of collaboration. Springer.
  • Csapo, B., & Funke, J. (2017). Educational research and innovation the nature of problem solving using research to inspire 21st century learning: Using research to inspire 21st century learning. OECD Publishingcare.
  • Cuevas, H.M., Fiore, S.M., Scielzo, S., & Salas, E. (2002). Training individuals for distributed teams: Problem solving assessment for distributed mission research. Computers in Human Behavior, 18(6), 729-744. https://doi.org/10.1016/S0747-5632(02)00027-4
  • Çevik, Y.D. (2014). Dönüt alan mı memnun veren mi? Çevrimiçi akran dönütü ile ilgili öğrenci görüşleri [Is the receiver or the giver of feedback satisfied? Student views on online peer feedback]. Journal of Instructional Technologies and Teacher Education, 3(1), 10-23. https://dergipark.org.tr/en/pub/jitte/issue/25083/264720
  • Dochy, F., Gielen, S., Onghena, P., Peeters, E., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007
  • Er, E., Dimitriadis, Y., & Gašević, D. (2020). Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education, 46(2), 169 190. https://doi.org/10.1080/02602938.2020.1764490
  • Falchikov, N. (2005). Improving assessment through student ınvolvement: Practical solutions for aiding learning in higher and further education. Routledge.
  • Fiore, S.M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., & von Davier, A. (2017). In S. Fiore (Ed.). Collaborative problem solving: Considerations for the national assessment of educational progress. National Center for Education Statistics.
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  • Gardunio, E.L.H. (2001). The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students. Gifted Child Quarterly, 45(4), 268-282. https://doi.org/10.1177/001698620104500405
  • Ge, X., & Land, S.M. (2003). Scaffolding students’ problem-solving processes in an illstructured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38. https://doi.org/10.1007/BF02504515
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  • Gu, X., Chen, S., Lin, L., & Zhu, W. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research and Development, 63(1), 143-159. https://doi.org/10.1007/s11423-014-9365-2
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The impact of peer feedback on collaborative problem-solving skills in the online environment

Year 2023, Volume: 10 Issue: 3, 563 - 579, 22.09.2023

Yeşim Karadağ Seher Yalçın

https://doi.org/10.21449/ijate.1290901

Abstract

The aim of this study is to investigate the impact of online peer feedback in the Information Technologies and Software course on the improvement of collaborative problem-solving skills (CPS), which are considered essential skills for the 21st century. The impact of peer feedback on CPS was designed using a mixed-methods approach that combines quantitative and qualitative data in the research. The study employed a set of CPS tasks that were specifically designed to measure the target behaviors outlined in the 6th-grade Information Technologies and Software course curriculum. Additionally, the study made use of various instruments, including a peer feedback survey, a longitudinal rating scale for tracking the development of CPS, and a peer feedback interview protocol. As a result, a statistically significant difference was found between the CPS of the experimental and control groups. According to the results of the study, it can be expressed that the CPS and peer feedback skills of the students in the experimental group have improved and that they have a more positive attitude toward giving peer feedback and solving collaborative problems based on the results of the interview form.

Keywords

Collaborative problem solving Peer feedback 21st-century skills Collaborative learning Information technologies and software

References

  • Açıkgöz, K. (1990). İşbirliğine dayalı öğrenme ve geleneksel öğretimin üniversite öğrencilerinin akademik başarısı, hatırda tutma düzeyleri ve duyuşsal özellikleri üzerindeki etkileri [The effects of cooperative learning and traditional teaching on academic achievement, retention levels and affective characteristics of university students]. A.Ü. Eğitim Bilimleri Fakültesi: I. Ulusal Eğitim Bilimleri Kongresi. Ankara.
  • Andrews-Todd, J., Fiore, S.M., Foltz, P.W., Graesser, A.C., Greiff, S., & Hesse, F.W. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59-92. https://doi.org/10.1177/1529100618808244
  • Anwar, D., Rozimela, Y., & Suryani, R.W. (2019). Exploring the effect of peer feedback and the students’ perceptions of the feedback on students writing skill. International Journal of Secondary Education, 7(4), 116. https://doi.org/10.11648/j.ijsedu.20190704.14
  • Arıcı, Ö. (2019). Türk öğrencilerin PISA 2015 sonuçlarına göre aracılık modelleriyle işbirlikçi problem çözme becerilerine ilişkin faktörlerin incelenmesi [Investigation of factors related to Turkish students' collaborative problem solving skills with mediation models according to PISA 2015 results] [Unpublished master’s thesis]. Ankara Üniversitesi, Ankara, Türkiye.
  • Ashman, A.F., & Gillies, R.M. (2003). Co-operative learning. Psychology Press.
  • Atar, H.Y., & Yavuz, E. (2020). An examination of Turkish students’ PISA 2015 collaborative problem-solving competencies. International Journal of Assessment Tools in Education, 7(4), 588-606. https://doi.org/10.21449/ijate.682103
  • Aydın, F. (2020). 7. sınıf öğrencilerinin matematik dersinde işbirlikli problem çözme becerilerinin gelişiminin izlenmesinde kullanılabilecek boylamsal bir test deseni [A longitudinal test design for monitoring the development of 7th grade students’ collaborative problem solving skills in mathematics course] [Unpublished master’s thesis]. Gazi Üniversitesi, Ankara, Türkiye.
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of The Learning Sciences, 9(4), 403 436. https://doi.org/10.1207/S15327809JLS0904_2
  • Bayat, A., Biemans, H.J., Ginkel, S., Hatami, J., Mulder, M., & Noroozi, O. (2020). Students online argumentative peer feedback, essay writing, and content learning: Does gender matter?. Interactive Learning Environments, 28(6), 698 712. https://doi.org/10.1080/10494820.2018.1543200
  • Baykara, K. (2000). İşbirliğine dayalı öğrenme teknikleri ve denetim odakları üzerine bir çalışma [A study on collaborative learning techniques and locus of control] [Unpublished master’s thesis]. Hacettepe Üniversitesi, Ankara, Türkiye.
  • Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT Journal, 69(1), 58-70. https://doi.org/10.1093/elt/ccu036
  • Bijami, M., Kashef, S.H., & Nejad, M.S. (2013). Peer feedback in learning English writing: Advantages and disadvantages. Journal of Studies in Education, 3(4), 91 97. https://doi.org/10.5296/jse.v3i4.4314
  • Bonner, B.L., Laughlin, P.R., & Miner, A.G. (2002). Groups perform better than individuals on letters-to-numbers problems. Organisational Behaviour and Human Decision Processes, 88, 605–620. https://doi.org/10.1016/S0749-5978(02)00003-1
  • Bulu, S.T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students prior knowledge and metacognitive skills. Computers in Human Behavior, 28(4), 1162 1169. https://doi.org/10.1016/j.chb.2012.01.026
  • Büyüköztürk, Ş. (2005). Anket geliştirme [Survey development]. The Journal of Turkish Educational Sciences, 3(2), 133 151. https://dergipark.org.tr/en/pub/tebd/issue/26124/275190
  • Cansoy, R. (2018). Uluslararası çerçevelere göre 21. yüzyıl becerileri ve eğitim sisteminde kazandırılması [21st century skills according to ınternational frameworks and their acquisition in the education system]. Journal of Human and Social Sciences Research, 7(4), 3112-3134. https://orcid.org/0000-0003-2768-9939
  • Care, E., & Griffin, P. (2012). A framework for teachable collaborative problem solving skills. In J. Buder, E. Care, P. Griffin, F. Hesse, & K. Sassenberg (Eds.), Assessment and Teaching of 21st Century Skills (pp. 37-56). Springer.
  • Carless, D., & Liu, N.F. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279 290. https://doi.org/10.1080/13562510600680582
  • Carnell, E. (2000). Dialogue, discussion and secondary school students on how others help their learning. In S. Askew (Ed.). Feedback for learning (pp. 46-61). Routledge.
  • Clark, V.L.P., & Creswell, J.W. (2017). Designing and conducting mixed methods research. Sage publications.
  • Clewley, D., Dowell, N., & Graesser, A.C. (2017). Assessing collaborative problem solving through conversational agents. In Innovative assessment of collaboration. Springer.
  • Csapo, B., & Funke, J. (2017). Educational research and innovation the nature of problem solving using research to inspire 21st century learning: Using research to inspire 21st century learning. OECD Publishingcare.
  • Cuevas, H.M., Fiore, S.M., Scielzo, S., & Salas, E. (2002). Training individuals for distributed teams: Problem solving assessment for distributed mission research. Computers in Human Behavior, 18(6), 729-744. https://doi.org/10.1016/S0747-5632(02)00027-4
  • Çevik, Y.D. (2014). Dönüt alan mı memnun veren mi? Çevrimiçi akran dönütü ile ilgili öğrenci görüşleri [Is the receiver or the giver of feedback satisfied? Student views on online peer feedback]. Journal of Instructional Technologies and Teacher Education, 3(1), 10-23. https://dergipark.org.tr/en/pub/jitte/issue/25083/264720
  • Dochy, F., Gielen, S., Onghena, P., Peeters, E., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007
  • Er, E., Dimitriadis, Y., & Gašević, D. (2020). Collaborative peer feedback and learning analytics: theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education, 46(2), 169 190. https://doi.org/10.1080/02602938.2020.1764490
  • Falchikov, N. (2005). Improving assessment through student ınvolvement: Practical solutions for aiding learning in higher and further education. Routledge.
  • Fiore, S.M., Graesser, A., Greiff, S., Griffin, P., Gong, B., Kyllonen, P., & von Davier, A. (2017). In S. Fiore (Ed.). Collaborative problem solving: Considerations for the national assessment of educational progress. National Center for Education Statistics.
  • Flood, J., & Lapp, D. (1989). Cooperative problem solving: Enhancing learning in the secondary science classroom. The American Biology Teacher, 51(2), 112 115. https://doi.org/10.2307/4448864
  • Gardunio, E.L.H. (2001). The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students. Gifted Child Quarterly, 45(4), 268-282. https://doi.org/10.1177/001698620104500405
  • Ge, X., & Land, S.M. (2003). Scaffolding students’ problem-solving processes in an illstructured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38. https://doi.org/10.1007/BF02504515
  • Genç, M. (2007). İşbirlikli öğrenmenin problem çözmeye ve başarıya etkisi [The effect of cooperative learning on problem solving and achievement] [Unpublished doctoral thesis]. Marmara University.
  • Gök, T. (2006). Fizik eğitiminde işbirlikli öğrenme gruplarında problem çözme stratejilerinin öğrenci başarısı, başarı güdüsü ve tutumu üzerindeki etkileri [The effects of problem solving strategies on student achievement, achievement motivation and attitude in cooperative learning groups in physics education] [Unpublished doctoral thesis]. Dokuz Eylul University.
  • Gijbels, D., Segers, M.S.R., & Thurlings, M. (2008). The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning. Educational Studies, 34(1), 35-44. https://doi.org/10.1080/03055690701785269
  • Gu, X., Chen, S., Lin, L., & Zhu, W. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research and Development, 63(1), 143-159. https://doi.org/10.1007/s11423-014-9365-2
  • Heller, K., & Heller, P. (2010). Cooperative problem solving in physics a user’s manual. https://www.aapt.org/conferences/newfaculty/upload/coop-problem-solving-guide.pdf
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There are 66 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Yeşim Karadağ 0000-0002-5919-2081

Seher Yalçın 0000-0003-0177-6727

Early Pub Date September 22, 2023
Publication Date September 22, 2023
Submission Date May 3, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Karadağ, Y., & Yalçın, S. (2023). The impact of peer feedback on collaborative problem-solving skills in the online environment. International Journal of Assessment Tools in Education, 10(3), 563-579. https://doi.org/10.21449/ijate.1290901

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