Teacher and peer feedback in collaborative learning
Perceived psychological ownership, perceived quality, and perceived learning outcomes
DOI:
https://doi.org/10.32674/wx807j32Keywords:
Collaborative learning, feedback , perceived psychological ownership, perceived learning, perceived qualityAbstract
While collaborative learning often yields better outcomes than individual work, it can diminish a learner's sense of ownership, particularly through the dynamic of group contributions and external feedback. This study investigated the influence of teacher and peer feedback on perceived psychological ownership and learning in collaborative projects, assessing the mediating role of perceived quality and its impact on academic grades. Using a quantitative method with 132 Malaysian college students on a shared cloud platform, the research found that feedback from both peers and teachers had a negative impact on perceived psychological ownership. Perceived quality partially mediated the relationship between psychological ownership and perceived learning.
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