Analysis of Feedback Processes in Online Group Interaction - A Methodological Model

Oct 15, 2026

Uploaded by dhado

This article proposes a methodological model for analyzing how students use feedback during collaborative online writing in asynchronous learning environments. It addresses a research gap by moving from feedback design to feedback implementation, examining the dialogic, formative role of feedback in student-teacher and student-student interaction. A review of existing methodological approaches supports a framework that captures student activity and the resulting changes in final texts, guided by three dimensions: participation, nature of learning, and quality of learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Feedback processes in online group interaction

Scaffolding and the role of feedback

From feedback design to feedback implementation

Feedback processes and writing

Analysis of feedback processes in online group interaction: a methodological model Analysis of feedback processes in online group interaction: a methodological model Analysis of Feedback Processes in Online Group Interaction: a Methodological Model Anna Espasa [aespasa@uoc.edu](aespasa@uoc.edu) Teresa Guasch [tguaschp@uoc.edu](tguaschp@uoc.edu) Ibis M.Alvarez [ialvarezv@uoc.edu](ialvarezv@uoc.edu) Department of Psychology and Education, Open University of Catalonia, Spain Abstract The aim of this article is to present a methodological model to analyze students’group interaction to improve their essays in online learning environments, based on asynchronous and written communication . In these environments teacher and student scaffolds for discussion are essential to promote interaction . One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students’ activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model’s operativity regarding how students incorporate such feedback into their essays. Keywords Writing process; Feedback; Feedback implementation; Online interaction; Online learning environment. A.Espasa, T.Guasch and I.M.Alvarez Digital Education Review-Number 23, June 2013-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 59)[ 59](http://greav.ub.edu/der/ 59) I. Feedback processes in online group interaction Teaching and learning processes in an online environment are based on the asynchronous interaction around the learning content between teacher and student/s as well as students among themselves. In such environments the interaction, understood as the communicative exchange between teacher and students, and students among themselves, is needed to promote knowledge construction (i.e . Harasim, 1993; Haythornthwaite, 2002; Veldhuis-Diermanse, 2002) . This communicative exchange occurs in a written way, given that the agents of the learning process, i.e . teacher and students, do not coincide in time or place . To this effect written communication becomes essential since it is the only means to show and ascertain the learning process. In an online environment, scaffolding is necessary so as to ensure that the students concerned progressively assimilate the learning content. According to McLoughling and Marshall (2000), scaffolding is a kind of support provided to a learner by an expert or a more capable teacher or peer, which helps the learners perform and improve a task that would normally not be possible to accomplish if they were working independently. In order to promote scaffolded learning, one of the issues to take into account is feedback, which as these authors suggest, should be regular, prompt and constructive (McLoughling & Marshall, 2000) . Research on feedback processes has predominantly focused on the conditions that the feedback should meet to improve learning. In other words, research on feedback has focused more on feedback design than on how students utilize it (Hattie & Gan, 2011) . To measure how students utilize feedback in the specific context of academic writing assignments, Nelson and Schunn (2008) use the feedback implementation concept. According to them, while writing quality is very important, there is likely to be an

FAQs

What is the main goal of the methodological model in this article?

To analyze students’ group interaction in online learning so that essays can be improved by understanding how feedback processes work and how students incorporate feedback.

How does the article define feedback implementation?

Feedback implementation is a measure of students’ performance, focused on identifying changes introduced in the text after considering feedback from teachers or peers.

Why is writing considered important in online feedback processes?

Because asynchronous distance makes written communication essential for enabling knowledge construction and for supporting collaborative text development and interaction between writers and readers.

Oct 15, 2026

Uploaded by dhado