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This study compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed and students were tasked with writing an argumentative essay, engaging in peer feedback, and revising their essay. The results indicate that students in the scripting condition benefited more than students in the worked example condition regarding peer feedback quality. Furthermore, the scores of students in both conditions improved from pre-test to post-test in terms of argumentative essay writing and learning. This difference was significant, however, between the two conditions only with regard to argumentative essay writing favoring the scripting condition. We explain how each of these approaches can be used to improve students' argumentative peer feedback and essay writing and learning. [ABSTRACT FROM AUTHOR]

This study investigates the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted, scripted and guided peer feedback conditions). An online peer feedback platform, named EduTech, was designed and these instructional supports were embedded within this platform. Students were asked to write an argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback received (individually). The findings indicate that students in the scripted online peer feedback condition outperform the other two conditions in terms of argumentative essay writing, argumentative feedback quality and their domain-specific knowledge acquisition. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]