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<p>Students’ uptake of peer feedback enhances their learning, but we do not know the antecedent behaviors that shape uptake (apply, copy, reject, or ignore). Hence, we analyzed the 29,545 behaviors of 135 university sophomores during online interactive peer assessment (OIPA) of three activities. <i>Multivariate outcome</i>,<i> multilevel cross-classification analysis</i> showed that external factors (e.g., demographics), synchronous (vs. asynchronous) discussion mode, author agreement or disagreement, author or peer explanations, and specific feedback boosted author applications of peer feedback. After receiving specific feedback, authors copied more peer feedback. Disagreements, requests for specific information, or idea exchanges in the last phase of author-peer discussions yielded more rejections of peer feedback. After a peer ignored the author’s specific feedback requests at the beginning of OIPA, the author ignored more peer feedback. These findings show how dialogic feedback behaviors and specific feedback during OIPA shape students’ uptake of peer feedback.</p>

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Antecedents of student feedback uptake during online interactive peer assessment

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年8月5日

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  • Ying Zhan,
  • Ming Ming Chiu,
  • Zilu Du

摘要

Students’ uptake of peer feedback enhances their learning, but we do not know the antecedent behaviors that shape uptake (apply, copy, reject, or ignore). Hence, we analyzed the 29,545 behaviors of 135 university sophomores during online interactive peer assessment (OIPA) of three activities. Multivariate outcome, multilevel cross-classification analysis showed that external factors (e.g., demographics), synchronous (vs. asynchronous) discussion mode, author agreement or disagreement, author or peer explanations, and specific feedback boosted author applications of peer feedback. After receiving specific feedback, authors copied more peer feedback. Disagreements, requests for specific information, or idea exchanges in the last phase of author-peer discussions yielded more rejections of peer feedback. After a peer ignored the author’s specific feedback requests at the beginning of OIPA, the author ignored more peer feedback. These findings show how dialogic feedback behaviors and specific feedback during OIPA shape students’ uptake of peer feedback.