Scaffolding the peer-feedback process: a meta-analysis

Peer-feedback can be supported by formal or subject-matter-related scaffolds. However, it is unclear whether these scaffolds differ in their effects on process-related and outcome-related variables. In our meta-analysis including N=22 studies with N=2.473 learners, results show a statistically significant effect only for subject-matter-related scaffolds on process-related variables. The lack of further effects might represent a power problem, i.e., more research is necessary to judge the effectiveness of the different scaffolds on process and outcome-related variables.

Metadaten
Author:	Julia Hornstein, Melanie V. Keller GND, Martin Greisel ORCiD GND, Markus Dresel ORCiD GND, Ingo Kollar ORCiD GND
URN:	urn:nbn:de:bvb:384-opus4-1140893
Frontdoor URL	https://opus.bibliothek.uni-augsburg.de/opus4/114089
ISBN:	979-8-9906980-0-0OPAC
ISSN:	1819-0138OPAC
Parent Title (English):	Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024
Publisher:	International Society of the Learning Sciences (ISLS)
Place of publication:	Bloomington, IN
Editor:	R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, E. Suárez
Type:	Conference Proceeding
Language:	English
Year of first Publication:	2024
Publishing Institution:	Universität Augsburg
Release Date:	2024/07/16
First Page:	2231
Last Page:	2232
DOI:	https://doi.org/10.22318/icls2024.833519
Institutes:	Philosophisch-Sozialwissenschaftliche Fakultät
	Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie
	Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie
	Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie
Dewey Decimal Classification:	1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Licence (German):	Deutsches Urheberrecht

Open Access