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Not All Received Peer Feedback Is Equal: The Self‐Regulation Bridge Between Online Peer Feedback and Learning Outcomes.

Background: Peer feedback is widely used to enhance learning outcomes in online or blended learning. Previous research has suggested that online peer feedback could promote self‐regulation, while the precise role of self‐regulated learning in the relationship between specific types of received peer...

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Published in:Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 22
Main Authors: Zhang, Erqi, Zhang, Zhaoli, Li, Xiaojuan, Li, Jiahao, Liu, Hai
Format: equations & formulas research tables/charts Journal Article
Published: Wiley-Blackwell Aug2026
Online Access:View this record in EBSCOhost
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      dt: Aug2026
      vid: 42
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1002/jcal.70288
        195655215
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        atl: Not All Received Peer Feedback Is Equal: The Self‐Regulation Bridge Between Online Peer Feedback and Learning Outcomes.
      aug:
        au:
          Zhang, Erqi
          Zhang, Zhaoli
          Li, Xiaojuan
          Li, Jiahao
          Liu, Hai
        affil: National Engineering Research Center for E‐Learning, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, People's Republic of China
      sug:
        subj:
          Peer Group
          Feedback
          Self Regulation
          Outcomes of Education
          Educational Technology
          Online Education
          Students, Undergraduate Psychosocial Factors
          English as a Second Language Education
          Human
          China
          Questionnaires
          Student Attitudes
          Structural Equation Modeling
          Funding Source
          Cognition
          Academic Achievement
          Colleges and Universities China
          Male
          Female
          Young Adult
          Descriptive Statistics
          Data Analysis Software
          Confidence Intervals
          Mediation Analysis
          Male
          Female
      ab: Background: Peer feedback is widely used to enhance learning outcomes in online or blended learning. Previous research has suggested that online peer feedback could promote self‐regulation, while the precise role of self‐regulated learning in the relationship between specific types of received peer feedback and learning outcomes remains unclear. This knowledge gap limits the effective design of online peer feedback interventions. Objectives: This study aimed to examine the effects of three types of peer feedback (affective feedback, cognitive feedback, and metacognitive feedback) on feedback receivers' learning outcomes and to explore the mediating role of self‐regulated learning in these relationships. Methods: A total of 248 undergraduate students participated in the online peer feedback activity for a blended English writing course. At the end of the course, students completed a questionnaire measuring their perceptions of the received peer feedback and their self‐regulated learning. Structural equation modelling was employed to investigate the direct and indirect effects among the variables. Results and Conclusions: Results showed that only metacognitive feedback had a significant direct effect on feedback receivers' learning outcomes, but affective feedback and cognitive feedback did not. Importantly, self‐regulated learning significantly mediated the effects of all three types of peer feedback on feedback receivers' learning outcomes. These findings highlight that not all received peer feedback is equal, and fostering self‐regulated learning is crucial for translating online peer feedback into improved learning outcomes. Lay Summary: What is currently known about this topic? ○Peer feedback is widely used to support online or blended learning.○Online peer feedback has a positive impact on learning outcomes.○Online peer feedback can promote students' self‐regulated learning.○Self‐regulation is thought to be important for online or blended learning.What does this paper add? ○Metacognitive feedback directly improves learning outcomes.○Affective feedback and cognitive feedback have no direct effect on learning outcomes.○Self‐regulated learning mediates the effects of all three types of received peer feedback.Implications for practice or policy ○Educators should prioritise and scaffold metacognitive feedback.○Instructional designers should design tasks for post‐feedback self‐regulation.○Online learning platforms should include tools to support self‐regulated learning.○Policy should support self‐regulated learning to boost online or blended learning via peer feedback.
      pubtype: Academic Journal
      doctype:
        equations & formulas
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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