This study compared the effects of support for peer feedback, peer feedforward and their combination on students’ peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain‐specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice.

中文翻译：

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对等反馈或对等前馈？增强学生的议论性同伴学习过程和结果

这项研究比较了支持同feedback反馈，同peer前馈及其组合对学生同peer学习过程，议论文质量和特定领域学习的影响。参加者为86名理学学士学位学生，他们被随机分为43个二元组。在两因素实验设计中，将这些二元组分配给四个条件，包括：同伴反馈（n = 22），同伴前馈（n = 22），混合（n = 20）和对照组（n = 22）条件。设计了一个名为EduTech的在线对等反馈环境，该环境使我们能够以问题提示的形式实现各种类型的支持。在这种在线环境中，要求学生写一篇有争议的话题的论据，参与同伴学习过程并修改他们的论文。全面的，结果表明，在同伴学习过程，论据质量和领域特定学习方面，三种实验条件（同伴反馈，同伴前馈及其组合）的学生比对照组条件（无任何支持）的学生受益更多。但是，这三个实验条件之间没有显着差异。这意味着同伴前馈在协作学习环境中与同伴反馈一样重要，而协作学习环境在理论和实践中经常被忽略。在这三个实验条件之间没有显着差异。这意味着同伴前馈在协作学习环境中与同伴反馈一样重要，而协作学习环境在理论和实践中经常被忽略。在这三个实验条件之间没有显着差异。这意味着同伴前馈在协作学习环境中与同伴反馈一样重要，而协作学习环境在理论和实践中经常被忽略。