Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how?

The theoretical underpinnings of and learning processes activated by student-generated feedback corresponding to potential answers given to student-generated questions (SGQ) were explicated, and its learning effects were examined. Four classes of seventh-graders (n = 109) participated in a non-equivalent pretest-posttest quasi-experimental research study that lasted nine weeks. The results from the analysis of covariance (ANCOVA) and content analysis of student-generated feedback supported the finding that significantly more benefits were gained from students engaging in feedback-generation for SGQ. These benefits were noted in terms of increases in the use of cognitive and metacognitive strategies, the promotion of better question-generation quality, and the fostering of perspective-taking abilities. Suggestions and implications for instruction and future studies as well as caveats for implementing teachers are provided. •Any added benefits from student-generated feedback for questions were examined.•Increased use of cognitive and metacognitive strategies was confirmed.•Better quality in question-generation was observed.•Enhanced perspective-taking ability was substantiated.•The multi-dimensional aspects and purposes of feedback were tapped by students.