#399: Peer Feedback’s Role in Undergraduates’ Interdisciplinary Collaborative Learning Outcomes and Regulated Learning Patterns

Interdisciplinary collaborative learning (ICL) is critical in 21st-century education, yet supporting disciplinary boundary crossing remains challenging. Peer feedback has the potential to help students cross boundaries by identifying the gaps between single-disciplinary and interdisciplinary approaches. However, the impact of peer feedback on ICL outcomes and regulated learning patterns is underexplored, despite the critical role of regulatory processes in students’ engagement in collaborative learning. This study employed a counterbalanced design with 52 undergraduates randomly assigned to two clusters experiencing conditions with and without peer feedback in reverse sequence. Group concept maps and verbal discussions from the 50-minute learning task were collected and analyzed. Results showed that groups performed significantly better with peer feedback in involving diverse perspectives, integrating knowledge, and reflecting on solution impacts and limitations. Additionally, students learning with peer feedback demonstrated an evaluation-engaged regulatory pattern, whereas they showed a planning-engaged regulatory pattern when peer feedback was not given. These findings suggest peer feedback’s potential for supporting ICL.