Peer feedback is referred to as comments provided by one student to another with the intention to aid their peers’ progress in learning. The responses or feedback provided by peers has been recognised as an integral part of the learning process in online learning environments. However, the research on using peer feedback to stimulate students’ higher level of thinking, especially at the secondary school level, in asynchronous online discussions is rather limited. Hence, this is a gap that the researcher attempts to address in this study. A case study was conducted among Economics students from an all-girls high school located at the northern part of Malaysia. The findings show that the most common type of feedback provided by students in the four AODs was categorised at cognitive dimension, with the affective and the metacognitive dimensions following behind. Even though most of the students had positive perceptions toward peer feedback of their learning in AODs, the findings show that there was a lack of constructive feedback found in AOD forums. Therefore, based on the findings of this study, some recommendations for future research have been proposed.

同行反馈是指一个学生向另一位学生提供的评论，目的是帮助他们的同龄人学习。同行提供的响应或反馈已被认为是在线学习环境中学习过程不可或缺的一部分。但是，在异步在线讨论中，使用同伴反馈来激发学生更高的思维水平，尤其是中学水平的思维的研究非常有限。因此，这是研究人员试图解决的空白。在马来西亚北部一所女子高中的经济学专业学生中进行了案例研究。研究结果表明，四种AOD中学生提供的最常见的反馈类型是在认知维度上分类的，紧随其后的是情感和元认知维度。即使大多数学生对他们在AOD中学习的同伴反馈有积极的看法，但调查结果表明，在AOD论坛中找不到建设性的反馈。因此，基于本研究的结果，提出了一些对未来研究的建议。