Audio peer feedback to promote deep learning in online education

RM Filius, RAM de Kleijn, SG Uijl, Frans Prins, HVM van Rijen, DE Grobbee

Research output: Contribution to journalArticleAcademicpeer-review


We investigated the relation between providing and receiving audio peer feedback with a deep approach to learning within online education. Online students were asked to complete peer feedback assignments. Data through a questionnaire with 108 respondents and 14 interviews were used to measure to what extent deep learning was perceived and why. Results support the view that both providing and receiving audio peer feedback indeed promote deep learning. As a consequence of the peer feedback method, the following student mechanisms were triggered: “feeling personally committed,” “probing back and forth,” and “understanding one's own learning process.” Particularly important for both providing and receiving feedback is feeling personally committed. Results also show that mechanisms were a stronger predictor for deep learning when providing than when receiving. Given the context in which instructors face an increasing number of students and a high workload, students may be supported by online audio peer feedback as a method to choose a deep approach to learning.
Original languageEnglish
Pages (from-to)607-619
Number of pages13
Journaljournal of computer assisted learning
Issue number5
Early online date21 Apr 2019
Publication statusPublished - Oct 2019


  • audio
  • deep approaches to learning
  • online learning
  • peer feedback
  • Teaching/learning strategies
  • teaching/learning strategies
  • learning strategies
  • teaching


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