Design, implementation, and evaluation of an online supported peer feedback module to enhance students' argumentative essay quality.

We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students' argumentative essay writing performance. To do this, 330 students from five different courses at bachelor and master levels followed the online supported peer feedback module.

The role of students' relational identity and autotelic experience for their innovative and continuous use of e-learning.

Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students' social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students' relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students' perception of relatedness.

Effects of Digital Learning Materials on nursing students' mathematics learning, self-efficacy, and task value in vocational education.

The use of digital environments in nursing education offers new opportunities for nursing students' medical mathematics learning. The aim of this study was to investigate the effects of Digital Learning Materials (DLMs) on nursing students' mathematics learning, self-efficacy, and task value. A pre-test/post-test control group design was used.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three.