Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., Lei, K., & Mong, C. (2007). Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study. Journal of Computer-Mediated Communication, 12(3), 412–433. doi:10.1111/j.1083-6101.2007.00331.x

Summary
Ertmer et al. (2007) investigated how peer feedback influences the quality of graduate students’ online discussion posts in a fully online course. Students used a rubric based on Bloom’s taxonomy to assess and provide feedback on their peers’ weekly posts. The study found that while peer feedback helped sustain the overall quality of postings, it did not lead to significant improvement. Nonetheless, students valued the opportunity to engage in feedback exchanges, reporting that it encouraged self-reflection and improved their own writing. Despite this, participants still preferred instructor feedback, viewing it as more authoritative and reliable. Key challenges included delays in feedback delivery, discomfort with providing critiques, and inconsistent application of Bloom’s taxonomy. The authors conclude that peer feedback potentially enriches online learning, but logistical and perceptual barriers must be addressed to enhance its effectiveness.

Evaluation
Although the study lacks a strong theoretical grounding and does not fully contextualize its framework within existing literature, it offers a few insights into peer feedback in online learning. The case study approach is appropriate for exploring the real-world application of peer feedback in an online learning environment. The researchers also employed a mixed-methods design, combining quantitative data (survey results and t-tests) with qualitative insights from interviews, which strengthens the validity of the findings. The use of Bloom’s taxonomy as a scoring rubric provides a standardized framework for evaluating the quality of student postings. However, the study’s small sample size and short duration limit the generalizability of the findings. The authors acknowledge these limitations and provide thoughtful recommendations for improving the peer feedback process, which adds credibility to their conclusions.

Reflection
This article offers a few insights for developing sexual and relationship education curricula for autistic youth in online settings. Peer feedback could be a useful tool to encourage interaction, reflection, and critical thinking among participants, fostering a sense of community and mutual learning. The emphasis on providing structured guidelines and training for effective feedback aligns with the need for clear communication and explicit instruction when working with autistic youth. However, the challenges highlighted in the study, such as anxiety around giving and receiving feedback and the need for instructor oversight, are particularly relevant for this population, as they may require additional support to navigate social interactions and understand abstract concepts like Bloom’s taxonomy. Adapting the peer feedback process to include more concrete examples and scaffolding could make it more applicable and beneficial for autistic youth in sexual and relationship education programs.