Giving Feedback to Peers in an Online Inquiry-Learning Environment

Abstract Giving feedback to peers is more often viewed as a learning tool rather than an assessment or replacement for teacher feedback. Such can be attributed the fact that while giving feedback, students should actively cognitively involved with material in order evaluate peer’s product and suggest ways improve it. Peer usually given on bigger scale products, such essays, reports group projects, constitutes separate task requiring substantial time. There has been very little research done possibility of including feedback-giving activity regular school lesson. This chapter contributes area by overview results four (quasi-)experimental studies which secondary children gave relatively small-scale products (concept maps) working online inquiry-learning environment. Concept maps were chosen peer reviewing because they are compact stimulate higher thinking fit into process naturally. In addition, indicates when concept maps, may get deeper understanding other products. Our goal was investigate what factors influence providers how organised benefit this type most. Based findings, practical recommendations using real-life classroom formulated. The concludes directions further peers.