ABSTRACT
The role of feedback in online education has recently become a topic of interest. This study looked at the effects of formative feedback generated by instructor and peers in asynchronous online learning environment. Answers to the following questions were sought: (i) how did undergraduate students perceive peer and instructor feedback? (ii) to what extent did peer and instructor feedback affect undergraduate students' performance? The study was conducted with a mixed method. It was completed in 10 weeks with 76 undergraduate students. The task was to write a report after reviewing education research on current instructional technology. Data were collected through rubrics and questionnaires. It was observed that students attach more importance to instructor feedback than peer feedback. Peer feedback was generally found to be important, yet students with different perspectives and negative evaluation results were reported. Students stated useful to be a assessor and reported progress in understanding the criteria of an assignment, learning the topic, or writing a report on the topic. The effects of peer and instructor feedback in the online learning environment are discussed in the context of the current literature.
KEYWORDS: Peer Feedback, Instructor Feedback, Student Performance, Student Perception, Asynchronous Online Environment
efdergi@hacettepe.edu.tr http://www.efdergi.hacettepe.edu.tr Hacettepe University, Faculty of Education 06800 Beytepe / Ankara
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