The effects of online peer feedback supported by argumentation instruction with worked example and argumentative scripts on students’ learning outcomes

This study investigates the effects of online peer feedback supported by argumentation instruction with worked example and Argumentative scripts on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted peer feedback, Instruction with worked example, scripted peer feedback). To do so, an online peer feedback system was designed and developed. They were then asked to write and argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback which received (individually). The findings indicate that the online peer feedback supported by argumentative scripts outperformed other two conditions in terms of argumentative essay writing, argumentative feedback quality and students’ learning. Implications, limitations and suggestions for future research are discussed.