There is a growing body of literature acknowledging peer feedback as a crucial learning practice in online settings. However, the literature is sparse and lacks an overall picture of the variety of key components for the successful implementation of peer feedback practices in online settings. To address this gap, we built our systematic literature review on the MISCA model, which is a well-known theoretical framework for evaluating feedback practices. This model outlines five components to evaluate feedback practices, including content, function, student characteristics, presentation, and source. Based on this model, we aim to present a comprehensive overview of the current state of research on online peer feedback practices in higher education, with a focus on the role of content, function, student characteristics, presentation, and source. A thorough search was conducted across three databases (Scopus, ERIC, and Web of Science), resulting in the analysis of 73 articles published between 2000 and 2022. The main results of this review indicate that cognitive feedback comments were the most frequently identified content in online peer feedback studies. Regarding function, most studies used peer feedback in function to improve students' task performance. Less than a quarter of the reviewed studies evaluated the role of individual student characteristics, while students’ ability level and gender were the most explored factors. Rubrics and training were the most frequently implemented presentation modes of the online peer feedback studies. Only six studies combined feedback from peers with feedback from other sources. Overall, our findings make a valuable contribution to the literature by offering a comprehensive overview of the recent research on key components that impact online peer feedback practices in higher education. They also illuminate several potential interrelations that influence the implementation and effectiveness of online peer feedback practices. These findings can inspire instructors, practitioners, and scholars to gain a deeper understanding of the nature of peer feedback and how to make better use of it, thus fostering the effectiveness of their educational practices.

越来越多的文献承认同伴反馈是在线环境中的重要学习实践。然而，文献很少，并且缺乏对在线环境中成功实施同伴反馈实践的各种关键组成部分的全面了解。为了解决这一差距，我们在 MISCA 模型上建立了系统的文献综述，该模型是评估反馈实践的著名理论框架。该模型概述了评估反馈实践的五个组成部分，包括内容、功能、学生特征、表达方式和来源。基于这个模型，我们的目标是全面概述高等教育中在线同伴反馈实践的研究现状，重点关注内容、功能、学生特征、呈现和来源的作用。对三个数据库（Scopus、ERIC 和 Web of Science）进行了彻底的搜索，对 2000 年至 2022 年间发表的 73 篇文章进行了分析。本次综述的主要结果表明，认知反馈评论是最常识别的内容。在线同行反馈研究。关于功能，大多数研究利用功能中的同伴反馈来提高学生的任务表现。不到四分之一的审查研究评估了学生个体特征的作用，而学生的能力水平和性别是探索最多的因素。评分标准和培训是在线同行反馈研究中最常用的呈现模式。只有六项研究将同行的反馈与其他来源的反馈结合起来。总体而言，我们的研究结果对影响高等教育中在线同伴反馈实践的关键组成部分的最新研究进行了全面概述，对文献做出了宝贵的贡献。他们还阐明了影响在线同行反馈实践的实施和有效性的几种潜在相互关系。这些发现可以激励教师、从业者和学者更深入地了解同伴反馈的本质以及如何更好地利用它，从而提高教育实践的有效性。