Peggy A Ertmer; et al. Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer‐Mediated Communication. 2007, DOI: 10.1111/j.1083-6101.2007.00331.x
In their 2007 journal article the authors review feedback as a tool for improving high level thinking and idea creation in a web-mediated environments. In the opening paragraphs the authors reference some of the prevailing thinking on the subject which is that, “according to Lang (cited in Black, 2005), good discussion, whether online or face-to-face, engages participants in a ‘‘dialogical process that leads to increasingly sound, well grounded, and valid understandings of a topic or issue’’ (n.p.). The authors proceed to describe the structure and results of the study they designed to examine the effects of peer feedback both given by students and received by students.
The study is effective in describing how feedback has worked in traditional Face-To-Face learning environments and how attitudes must change about feedback if it is to realize its full potential as an effective tool in high ordering thinking in web-mediated environments. Having read Drost’s 2011 journal article entitled, “Validity and reliability in social science research” It was easy to spot some of the study’s shortcomings such as a reference to face validity as being the result of using Bloom’s taxonomy, relatively short duration for conducting experiment, a small population of subjects and no clarification about whether the questions developed for the feedback were the right questions.
This particular journal article has limited application to my current work as a Health Care Compliance Training Manager because the adult learners I work with are required to do mandatory training and have a limited amount of time to complete it. The Learning Management Platform facilitates feedback at the end of each learning module for the system administrators, but the feedback is uni-directional and does not help employees in the same way as the feedback both given and received by student engaged in the task of writing better posts as part of an online class.