Return to Peer Feedback/Peer Review strategy page.
Allen, D. & Mills, A. (2016). The impact of second language proficiency in dyadic peer feedback. Language Teaching Research , 20 (4), 498-513.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.
Dheram, P. K. (1995). Feedback as a two-bullock cart: A case study of teaching writing. ELT journal, 49(2), 160-168.
Ekmekci, O. (2013). Being there: Establishing instructor presence in an online learning environment. Higher Education Studies, 3(1), 29-38.
Ge, Z. (2019). Investigating the effect of real-time multi-peer feedback with the use of a web-based polling software on e-learners' learning performance. Interactive Learning Environments.
Green, T. M., Kelso, C. M., & Zillioux, D. (2015). The nexus between education and training: Implications for the adult learner. Journal of Research in Innovative Teaching, 8(1).
Kim, S. H. (2015). Preparing English learners for effective peer review in the writers' workshop. The Reading Teacher, 68(8), 599-603.
Leijen, D. A. J. (2017). A novel approach to examine the impact of web-based peer review on the revisions of L2 writers. Computers and Composition, 43(1), 35-54.
Lin, G. Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education, 116, 81-92.
McDonough, D. (2012). Using adult learner-centered principles and strategies in a blended course. Review of Higher Education & Self-Learning, 5(14), 112-120.
Rick, H., & Phlypo, K. (2019). Choose your own adventure: Self-directed adult learning and assessment. Proceedings of the European Conference on E-Learning, 680-683.
Rodriguez, R. C. & Sharp, L. A. (2018). Five instructional practices to optimize peer feedback activities among adult learners. Journal on Empowering Teaching Excellence, 2(2).
Schunn, C. D. & Yong, W. (2019). The learning science of multi-peer feedback for EFL students. Technology Enhanced Foreign Language Education, 13-21.
Wu, Y. & Schunn, C. D. (2020). When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback. Contemporary Educational Psychology, 62, 1-16.