The Impact of an Interactive Online Learning Environment Based on Group Discussion and Peer Feedback on Enhancing Learning and Critical Thinking

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Foundations of Education, Shiraz University, Shiraz, Iran.

2 Educational technology, education and psychology, Kharazmi, Karaj, Alborz, Iran

Abstract

This study examined the effect of interactive online learning environments based on group discussion and peer feedback on improving learning and critical thinking among undergraduate educational sciences students at Shiraz University. Using a quasi-experimental pre-test/post-test control group design, 64 students were selected through convenience sampling and randomly assigned to four groups (n = 16 each): a control group (unscripted peer feedback), experimental group 1 (group discussion and unscripted peer feedback), experimental group 2 (scripted peer feedback), and experimental group 3 (group discussion and scripted peer feedback).
The interactive learning environment was developed using Moodle and its plugins to support group discussion, peer feedback, and argumentative writing activities. Research instruments included a researcher-developed learning achievement test (KR-20 = 0.73) and the Critical Thinking Questionnaire by Honey (2004) (Cronbach’s alpha = 0.84). Data were analyzed using analysis of covariance (ANCOVA) and Tukey’s post-hoc test.
The results indicated that online interactive learning environments supported by scripted peer feedback (experimental groups 2 and 3) significantly enhanced both learning and critical thinking. The highest performance was observed in experimental group 3, which combined structured group discussion with scripted peer feedback.
Overall, the findings emphasize the importance of structured support in designing interactive online learning environments and suggest that carefully designed peer feedback and discussion activities can promote deeper learning and critical thinking skills.

Keywords

Main Subjects

References

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Journal of Curriculum Research
Volume 15, Issue 2
March 2026
Pages 164-145

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History

  • Receive Date: 09 May 2025
  • Revise Date: 29 January 2026
  • Accept Date: 08 February 2026

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