Examining learning outcomes and engagement in online peer assessment: the impact of social network prestige among teacher-learners

Online peer assessment is widely recognized as a method to enhance teacher training. However, studies have revealed that differences in social network prestige impact overall learning effectiveness and experience. The study examines the influence of social network prestige on learning outcomes and engagement. A total of 457 participants enrolled in online teacher training courses were categorized into high- and low-prestige groups based on their prestige in online peer assessments. The quality of instructional design, emotional attitudes toward peer review, posted commenting behavior, and posted comment quality between the two groups were compared. The findings indicate that learners with high prestige demonstrated superior instructional design abilities following peer review, exhibiting more sophisticated cognitive structures. Additionally, the learners with high prestige displayed more positive emotional and behavioral engagement, as well as higher-quality cognitive engagement during peer assessment activities. Based on these insights, recommendations are proposed to foster efficient and equitable online collaborative learning environments.