The effects of an online learning environment with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology

• Published in: Journal of biological education Vol. 53; no. 4; pp. 390 - 398
• Main Authors: Valero Haro, Anahuac, Noroozi, Omid, Biemans, Harm J.A., Mulder, Martin
• Format: Journal Article
• Language: English
• Published: Routledge 08.08.2019
• Subjects: Biotechnology; Demonstrations (Educational); Educational Environment; Electronic Learning; Essay writing; Essays; example-based learning; Feedback (Response); Foreign Countries; Genetics; Instructional Effectiveness; Knowledge Level; online learning environment; Peer Evaluation; peer feedback; Persuasive Discourse; Student Improvement; Undergraduate Students; Netherlands
• ISSN: 0021-9266; 2157-6009
• DOI: 10.1080/00219266.2018.1472132

The present study investigated the effects of an online learning environment supported with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. As part of a bigger project, a pre- and post-test study design was used with 45 bachelor students who were randomly grouped in pairs. Students were asked to analyse a case and write an argumentative essay taking into account the advantages and disadvantages of genetically modified organisms. The results showed that the combination of worked examples and peer feedback improve the quality of argumentative essay writing and facilitate the acquisition of domain-specific knowledge. Implications, suggestions, and future research are discussed.