| Sumario: | Background Study: Peer feedback has been used as an effective instructional strategy to enhance students' learning in higher education. Objectives: This paper reports on the findings of an explorative study that aimed to increase our understanding of the nature and role of peer feedback in the students' learning process in a computer‐supported collaborative learning (CSCL) setting. Exploring what types of feedback are used, and how they relate to each other and are related to academic performance has important implications for students and teachers. Methods: This study was conducted in the higher education setting. It used a dataset consisting of student peer feedback messages (N = 2444) and grades from 231 students who participated in a large engineering course. Using qualitative methods, peer feedback was coded inductively. Epistemic network analysis (ENA) was used to analyse the relation between peer feedback types and performance. Results: Based on the five types of peer feedback (i.e., 'management', 'cognition' 'affect', 'interpersonal factors' and 'suggestions for improvements'), the results of the ENA showed that student feedback categories 'management', 'cognition' and 'affect' were positively related to student performance at the formative assessment phase. Conclusions: The findings and the ENA visualizations also show that 'suggestions for improvement' and 'interpersonal factors' were not a significant part of student learning in peer assessment and feedback in the studied context. Lay Description: What is currently known about the topic?: Peer feedback is important for the student's success in the CSCL setting.Different types of online peer feedback lead to different learning outcomes.There is a need to better understand the underpinning reasons for heterogeneity. What does this paper add?: The findings reveal how different types of peer feedback relate to each other in then CSCL setting.Peer feedback focusing on 'management', 'cognition' and 'affect' is predictive of student success at the formative assessment phase.Peer feedback focusing on 'suggestions for improvement' and 'interpersonal factors' is not significant to student success. Implications for practice: Teachers should guide students on how to provide peer feedback leading to improved learning outcomes.Practitioners are recommended to support students by offering them with relevant instructions on how to provide feedback focusing on affect, management and cognition in an interrelated way in CSCL settings.
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