Online peer feedback patterns of success and failure in argumentative essay writing

In peer feedback literature, little is known about the patterns of success for activities in online learning environments. This study aims to explore successful, less and unsuccessful higher education students argumentative essay writing. this exploratory study, 330 were asked perform three tasks consecutive weeks. first week, they write an essay. second provided two sets on their peers’ essays based given criteria. third revise received feedback. The findings revealed that successful significantly more affective descriptive from peers, while related identification problem peers. Furthermore, constructive features predictors students’ improvement provide practical implications effective design strategies improving writing