Research On The Design And Application Of Online Peer Feedback Learning Activities For Students From The Perspective Of Feedback Literacy

The transmission of educational information will move towards a diversified path.Focusing on the convenience and sharing of online peer information,the value of online peer feedback in education has been widely recognized.Compared with peer feedback in traditional education,online peer feedback increasingly highlights its unique advantages and has a positive impact on students’ thinking skills and learning achievements.However,in real teaching,online peer feedback has some problems,such as inactive feedback among students,insufficient feedback motivation,and weak meaning and value of peer feedback content.Aiming at the problems in practice,this research focuses on the perspective of feedback literacy.By designing online peer feedback learning activities for students,develop students’ feedback literacy,improve students’ enthusiasm and initiative in online peer feedback,provide operational procedures and process evaluations for implementing online peer feedback,and enhance the value and significance of online peer feedback content.Based on the analysis of relevant research contents on feedback literacy,peer feedback,online peer feedback,and online learning activities,this study sorts out the theoretical framework of online peer feedback.Design-based research method,according to the theoretical framework,the online peer feedback learning activity is designed,which is embodied in three stages of online peer feedback learning activities,which are carried out around thematic discussions.In the first stage,students and teachers jointly determine the feedback standard and purpose,and solve the difficulties of topic discussion knowledge points;The second stage conducts online peer feedback interaction according to online peer feedback prompts and feedback standards;In the third stage,teachers evaluate students’ circumstances of online peer feedback.Analyze the relationship between online peer feedback learning activities and self-regulated learning at each stage,design learning tools and learning resources to support online peer feedback learning activities,and finally form a student online peer feedback learning activity model from the perspective of feedback literacy composed of these elements."Superstar" has become an online learning platform for this study to use this model to carry out teaching practice,relying on the third-year educational technology majors in a normal university in Urumqi City,and relying on the online course "Distance Education" to carry out online peer feedback learning activities for students.The online peer feedback interaction and discourse text generated on the "Superstar" platform,it provides an important basis for analyzing the students’ online peer feedback process.Using the methods of social network analysis and visualization to explore the interaction of students in online peer feedback learning activities;Using the content analysis method,by arranging,coding and analyzing the content and text of students’ online peer feedback,discussing students’ active participation in feedback,understanding peer feedback,and using and reflecting on peer feedback to illustrate the development of students’ feedback literacy process;Before and after the implementation of the course,the survey research method was used and in-depth interviews were conducted with students.The students’ feedback literacy and self-regulation learning ability were measured with the help of measurement scales,and the effectiveness of students’ online peer feedback learning activities from the perspective of feedback literacy was jointly evaluated sex and rationality.Before and after the implementation of the course,the survey research method was used and in-depth interviews were conducted with students,and the students’ feedback literacy and self-regulation learning ability were measured with the help of measurement scales.To jointly evaluate the effectiveness and rationality of students’ online peer feedback learning activities from the perspective of feedback literacy.This study founded that: Overall,the online peer feedback learning activities based on "Learning Pass" had a positive effect on the cultivation and development of students’ feedback literacy:（1）With the in-depth and continuous topic discussion,students’ feedback literacy was reflected in the dynamic development trend of students’ active participation in feedback,making peer feedback,understanding peer feedback,and utilizing and reflecting on peer feedback.（2）Through the investigation and research method,the significant role and influence of online peer feedback learning activities on the development of students’ feedback literacy and self-regulation learning ability were verified here.（3）After in-depth interviews with students,it was explained that after students participated in online peer feedback learning activities,they deepened their understanding of online peer feedback,showed their attitude of actively participating in online peer feedback,and gained positive harvest in their ability to understand feedback and used them.The design and application of students’ online peer feedback learning activities from the perspective of feedback literacy,promoted the development of students’ feedback literacy,solved the feedback barriers in the process of students’ online peer feedback,and had a positive impact on the enthusiasm and initiative of students to participate in feedback.In the future,this research hopes to continuously practice and optimize the model,realize the generalization and in-depth development of students’ feedback literacy,and help learners’ lifelong learning.