Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education: 1993–2022

Abstract

The advent of the digital era has catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators. As the academic landscape evolves into an information-dense environment, traditional models of one-on-one feedback often fall short, resulting in delays and a lack of diverse intellectual engagement. This shift underscores the growing importance of peer feedback and asynchronous post-lesson feedback mechanisms, which have emerged as vital, process-oriented educational activities. Such mechanisms not only address the immediacy and diversity of feedback but also foster a sustainable, collaborative, and engaging learning environment that bolsters student autonomy and interaction. This study conducts a mapping review and synthesis of the literature on peer interaction, assessment, and participatory innovations in online and mobile learning within higher education, covering the period from 1993 to 2022. By employing topic modeling techniques to analyze a corpus of 485 articles, the literature was initially segmented into 19 distinct issues. These were subsequently consolidated into three major thematic models, thereby highlighting significant themes, research focal points, and prospective trends. This analytical process not only enriches the understanding of peer dynamics in digital learning settings but also integrates sustainable educational practices by promoting resource efficiency and inclusivity. The findings serve as a robust reference for future researchers aiming to explore the intersections of technology, peer interaction, and sustainability in educational settings.

1. Introduction

The advent of the digital era has catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators. Digital multimedia platforms have ushered in novel transformations within the realm of education, amalgamating various methods of teaching and learning, and providing multiple perspectives for both educators and students. In the context of information-rich environments, the unilateral nature of one-on-one feedback from educators results in students not receiving immediate feedback and diverse cognitive suggestions [1]. Under such circumstances, the use of peer feedback as a process-oriented teaching activity during classes or asynchronous feedback post-classes can foster a challenging and collaborative learning environment, enhancing engagement and autonomy in the learning process [2,3]. Consequently, the continual innovation and development of digital platform technologies, including online peer feedback and assessment functionalities, have proven to be effective instructional strategies that significantly aid educators [4,5,6,7]. During the peer feedback process, students learn to review their peers’ work and offer critical suggestions in an empathetic manner, which can reduce emotional anxiety and frustration [4,5]. Moreover, the use of online virtual learning environments for learning new languages and academic writing allows for cross-national learning, exchange, and the sourcing of diverse educational materials, not limited to one’s class or country. This enables students to freely choose their study times and make adjustments according to their own needs, providing a tailored and flexible learning experience [8,9,10,11].

Previous research reviews indicate that within the evolving landscape of technological innovation and advancement in higher education, students can opt for anonymity or transparency in expressing their opinions and showcasing their learning outcomes when engaging in peer feedback. Both modes of peer feedback have been shown to facilitate learning [10,11], enhance critical thinking skills [12], increase participation [2,13], autonomy [14,15], satisfaction [16], and interpersonal interaction [17]. In the aspect of peer assessment, peer feedback supports student involvement in the learning process by allowing them to review the quality of their peers’ work and provide feedback and grades. However, students may still find it challenging to grasp deep cognitive thinking skills during the peer feedback process, and there could be discrepancies between their evaluations and those provided by teachers. Thus, clear guidelines and preliminary training activities are essential, enabling students to make improvements, suggestions, and grades based on set standards [18,19,20]. Furthermore, exchanges and discussions among teachers or adjunct faculty can, through peer mechanisms, contribute to the refinement of their professional capabilities and performance enhancement [21,22,23], which are also integral to peer interaction in higher education.

In summary, the realm of peer interaction, feedback, and assessment in online and mobile learning within higher education encompasses a broad scope and represents a field worthy of in-depth investigation by researchers. Consequently, this study aims to systematically analyze the literature on peer interaction, feedback, and assessment in online and mobile learning within higher education from 1993 to 2022, employing topic modeling techniques. Through the review of 20 relevant systematic literature review articles on peer interactions, it was discovered that the content had not explored or analyzed this domain through topic modeling. This study seeks to address this research gap by delving into the literature of this period to unveil the topic models, research hotspots, and future trends within this field, thereby providing a reference for further research by scholars.

2. Literature Review

2.1. Peer Assessment and Feedback Mechanisms

In recent years, the contributions of research into peer assessment and feedback mechanisms across various educational settings have significantly enhanced our understanding of this issue. In the educational sector, Luaces, Díez, Alonso-Betanzos, Troncoso and Bahamonde [24] demonstrated the scalability and effectiveness of peer assessment in Massive Open Online Courses (MOOCs) for nursing education through the use of matrix factorization methods. They introduced a content-based grading approach that significantly improved the accuracy and fairness of peer assessment. Van Popta, Kral, Camp, Martens and Simons [25] synthesized the human perspective on providing peer feedback in online learning environments, proposing a process model for replicating peer feedback that links cognitive processes and instructional strategies with the benefits of providing feedback. Tornwall [26] reviewed the dual aspects of peer assessment, highlighting its benefits in enhancing critical thinking, as well as the challenges it presents in preparing students for professional practice. Zheng, Chen, Cui and Zhang [27] conducted a systematic review of technology-supported peer assessment, finding that past peer feedback was often unstructured and influenced by technology and applications. With the significant advancements in digital technology, the emphasis on structured feedback, anonymity, and the use of learning management systems is crucial for fostering active participation and improving the quality of feedback. Van den Bos and Tan [28] further emphasized the value of anonymity, demonstrating its significant impact on improving the quality of feedback in second-language writing. Bores-García, Hortigüela-Alcalá, González-Calvo and Barba-Martín [29] highlighted the potential of peer assessment in motivating students to generate comments, enhancing self-efficacy and reliability. Serrano-Aguilera, Tocino, Fortes, Martín, Mercadé-Melé, Moreno-Sáez, Muñoz, Palomo-Hierro and Torres [30], through empirical research on six STEM courses, reaffirmed the effectiveness of peer review in improving student performance and emphasized its credibility as an assessment method. Guelfi, Formiconi, Vannucci, Tofani, Shtylla and Masoni [31] demonstrated that the peer review process conducted through the Moodle Workshop module, where students used standardized assessment methods for peer evaluation, showed consistency between student and teacher grade distributions. This encourages the widespread use of peer assessment in higher education, enhancing student learning and critical thinking while potentially reducing the workload for teachers. These retrospective studies systematically organize the role of peer assessment and feedback in enriching educational experiences, fostering critical analytical skills, and cultivating supportive and constructive learning environments across different disciplines, facilitating a rapid, outline-level understanding of peer assessment and feedback mechanisms.

2.2. Technological Advancements in Education

The integration of digital tools and technologies in education underscores a transformative shift towards enhancing the learning experience. Tang and Hew [32] conducted a systematic review of the role of mobile instant messaging in educational contexts, demonstrating its support for diversified learning activities and enhanced social interactions. Subsequently, Torres-Madroñero, Torres-Madroñero and Ruiz Botero [33] provided a comprehensive evaluation of the potential and limitations mediated by information and communication technology (ICT), revealing trends in quantitative assessment and underscoring the necessity of digital literacy and innovative assessment methods in virtual training processes. Barrett, Hsu, Liu, Wang and Yin [34] carried out a systematic review on Computer-Supported Collaborative Learning (CSCL) for second language learners, identifying effective tools and practices for collaborative writing and feedback in higher education. Their work elucidates the pivotal role of technology in facilitating language acquisition and participation, advocating for further interdisciplinary exploration. Gamage, Ayres and Behrend [35] focused on the application of Moodle in STEM education, highlighting its contribution to student performance and the necessity of course design for the integration of qualitative research and educational theory. Additionally, the importance of collaborative learning, adaptive assessment strategies, and effective integration of technology is emphasized, contributing to the digital tools’ enhancement of students’ future learning outcomes and participation. These comprehensive studies collectively reflect on the effective enhancement of the learning experience by digital tools and technologies, providing a thorough and detailed understanding of the role of digital tools and technologies in teaching practices.

2.3. Specific Educational Contexts and Effects

Keynejad [36] highlighted the transformative potential of cross-cultural e-learning partnerships, exemplifying the Aqoon e-learning program as an international collaboration model to strengthen psychiatric education. This broadened our comprehension of the global education community and the technological capacity to connect diverse learning environments. Herzog and Katzlinger [37] explored digital business education across five different teaching scenarios, finding that peer assessment enhanced student communication, collaboration, and interaction in various learning contexts, thereby increasing learner engagement. Moreover, the level of peer cognition significantly influenced learning performance. Winstone, Nash, Parker and Rowntree [38] reviewed the reciprocal relationship between active participation and feedback in learning, developing a taxonomy of feedback engagement. They posited that improving self-regulation and the drafting of grading criteria could enhance the proactive nature of feedback for learners.

Jensen, Bearman and Boud [39] reviewed 17 articles from 2017 to 2019 analyzing the complexity of semantics in online feedback, categorizing metaphorical feedback into six concepts, with feedback as a learner’s tool and as dialog aligning with current learner-centered feedback practices. Wei, Saab and Admiraal [40] systematically reviewed the learning outcomes of MOOC replication courses, assessing the impact of assessment tasks on learner motivation and engagement, emphasizing the potential of varying task difficulties to cater to different learner motivations and support personalized learning experiences. Regarding feedback mechanisms, Zhan, Wan and Sun [41] critically reviewed the cultural differences in higher education across four Asian countries, analyzing the positive impacts of online formative peer feedback, indicating that peer feedback is influenced by socio-cultural, technological, interpersonal, and individual factors. Lemes, Marin, Lazarini, Bocchi and Higa [42] steered dialog towards active learning in health education, advocating for a holistic assessment approach encompassing cognitive, affective, and psychomotor domains, emphasizing the importance of more personalized, contextualized, and integrated learning and teaching methods. These systematic reviews illustrate the challenges of implementing innovative learning strategies in digital and peer learning environments, such as resistance to technology adoption and the digital divide. A quality blended learning environment requires diverse interaction modes and personalized learning paths, with peer support and gamified learning activities effectively enhancing learner engagement and communication skills.

Synthesizing all the reviewed literature, there is an absence of research trends, hotspots, and topic modeling articles in the domains of peer interaction and peer assessment. Thus, the research questions of this study are as follows: What are the main research issues in peer interaction in online and mobile learning in higher education over the past 30 years? How can these research issues be categorized into distinct research topics? What are the primary research contents and trends? The primary aim of this study is to undertake topic modeling within the domain of peer interaction in online and mobile learning of higher education, thus addressing this research gap.

3. Methodology

3.1. Data Collection and PRISMA Flowchart

This study utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) process (as shown in Figure 1) to aid in the collection and eligibility of research samples [43]. The Content Analysis Toolkit for Academic Research (CATAR) software (last version: 12 March 2020) was employed to categorize the samples into research topics [44], which were then manually reviewed and classified into research theme models.

The data sources for this study’s literature samples were extracted from the Web of Science (WoS) core collection database on 24 November 2023. The scientific publications were selected from fields related to peer interaction, online peer assessment, feedback mechanisms, mobile learning, and higher education. In the first stage, the search strategy involved screening for terms related to peer interaction, peer assessment, peer engagement, and peer feedback, combined with keywords for online and digital applications or devices, and focusing on higher education as the research subject. This stage yielded 764 documents from the WoS database.

Since this study employed the CATAR software to perform co-occurrence keyword statistics and similarity matching on the titles and abstracts of the papers, the system automatically excluded articles unsuitable for the research topic. Therefore, no literature was excluded during the screening phase. During the eligibility phase, we set the research period to include articles published up to 2022, thus excluding those from 2023 or 2024. We limited our selection to “article”-type publications, excluding related review articles, which were addressed in the literature review section. Additionally, to enhance the reliability of the analysis, only documents written in English were selected. This phase resulted in 489 documents, and after analysis using CATAR, 485 documents were included in the research clustering.

The retrieval strategy was as follows: TS = ((web OR online OR digital OR application* OR phone* OR device* OR tech* OR app) AND (“peer-to-peer” OR “peer feedback*” OR “peer assessment*” OR “peer interaction*” OR “peer dialogue”) AND learn*) AND TS = (“higher education” OR university* OR college) NOT PY = (2023 OR 2024). Refined by Language: English and Document Types: Article.

3.2. Co-Occurrence

The foundation of co-occurrence analysis lies in the exploration of textual data within the social sciences, focusing on unveiling the relationships between documents or datasets. With the evolution of bibliometrics, this analytical method has increasingly integrated quantitative techniques from mathematics and statistics, offering a novel way of interpreting data for sociological research [45,46]. The key to this method involves identifying and calculating the keywords that appear together in two or more documents to assess the relatedness and thematic similarity between them [47,48]. Co-occurrence analysis is utilized not only to explore thematic similarities in research literature but also to map the knowledge structure of academic fields, identify research trends, and pinpoint intersections among disciplines. Through the quantitative analysis of keyword co-occurrence relationships in the literature, researchers can reveal the knowledge links hidden behind large volumes of textual data, thereby gaining a deeper understanding of the discipline’s developmental direction. Furthermore, this analysis method holds significant value for academic communication and information integration. It aids in identifying core topics and research hotspots within a discipline and can highlight the mutual influences and integration between different disciplines, thereby advancing interdisciplinary research progress. Consequently, co-occurrence analysis has become a powerful tool for researchers exploring the complex interactions and knowledge structures within the academic community. In this way, co-occurrence analysis not only facilitates in-depth mining of academic research but also provides a structured methodological framework for understanding and interpreting the complex interactions within academic fields [49,50].

3.3. Similarity Matrix and Multi-Stage Thematic Classification

The core of the topic clustering method lies in the application of hierarchical agglomerative clustering analysis strategies to classify literature into thematic models within a broad corpus of documents. This technique begins with a similarity matrix as input (as indicated in Equation (1)) and employs a bottom-up approach to progressively merge documents that exhibit high similarity, ultimately forming large clusters. This method not only facilitates the grouping of documents by common themes but also enhances the detection of overarching thematic trends.

$$\begin{array}{lll}& & \begin{array}{rrrrrr}\hfill { \mathrm{W}}_1& \hfill W_2& \hfill \cdots & \hfill W_j& \hfill \cdots & \hfill W_n\end{array}\\ S_{CW}=& \begin{array}{l}{W}_1\hfill \\ W_2\hfill \\ ⋮\hfill \\ W_i\hfill \\ ⋮\hfill \\ W_n\hfill \end{array}& \left[\begin{array}{rrrrrr}\hfill 1& \hfill D_{12}& \hfill \cdots & \hfill D_{1j}& \hfill \cdots & \hfill D_{1n}\\ \hfill D_{21}& \hfill 1& \hfill \cdots & \hfill D_{2j}& \hfill \cdots & \hfill D_{2n}\\ \hfill ⋮& \hfill ⋮& \hfill \ddots & \hfill ⋮& \hfill \cdots & \hfill ⋮\\ \hfill D_{i1}& \hfill D_{i2}& \hfill \cdots & \hfill D_{ij}& \hfill \cdots & \hfill D_{in}\\ \hfill ⋮& \hfill ⋮& \hfill \cdots & \hfill ⋮& \hfill \ddots & \hfill ⋮\\ \hfill D_{n1}& \hfill D_{n2}& \hfill \cdots & \hfill D_{nj}& \hfill \cdots & \hfill 1\end{array}\right]\end{array}$$

(1)

To further refine this process and address the common challenge of subgroup formation due to the sharing of multiple references, a sophisticated Multi-Stage Thematic Classification Analysis (MTSA) [44] is employed. This analysis systematically addresses issues related to overlapping references, which often lead to the creation of numerous smaller subgroups within larger thematic clusters. By segmenting the analysis into different stages, each focusing on specific aspects of the themes, the clarity and relevance of thematic classification are significantly enhanced, ensuring that content grouping is more precise and meaningful.

Topic modeling and analysis are critical components of this method. This step involves a detailed manual review and document comparison to identify and accurately tag themes. This process requires meticulous examination to discern subtle thematic nuances, which are crucial for the accurate naming and understanding of the topics discussed in the documents. To support these analytical processes, CATAR software is utilized, providing robust text and data mining capabilities essential for comprehensive bibliometric analysis. This software aids in the efficient processing and analysis of large datasets, enabling researchers to uncover patterns and relationships that may not be apparent through manual methods alone.

4. Results

Following the analysis of 489 articles from the literature corpus on peer interaction in online and mobile learning of higher education, the 485-research data were categorized into 19 clusters in red square in Figure 2. We have assigned issue numbers to the 19 clusters generated by the CATAR software in sequential order from top to bottom. This is intended to enable future researchers to replicate and compare the study. After manual screening and content comparison, these groups of issues were divided into three major thematic clusters: peer feedback, assessment, and engagement innovations; peer interaction and collaborative learning technologies; and the impact of COVID-19 and pedagogical innovations in peer learning.

4.1. Topic 1: Peer Feedback, Assessment, and Engagement Innovations

With the continual refinement of technology, the development of online learning platforms in higher education has become more stable, offering increasingly diverse resources. Students can engage in learning through multimedia videos or video instruction [51,52], leading to high course participation and knowledge construction [20,53], and even collaboration in groups [12,54]. Through online peer feedback and peer assessment, students can engage in self-reflection [12], enhance their autonomy in learning [14,15], and delve into independent thinking and critical thinking skills [55,56,57]. Moreover, the use of anonymity online can help students maintain a more positive and optimistic attitude when receiving suggestions from others, reduce anxiety or concerns about excessive frustration, and adjust their learning methods and strategies [19,58,59]. Some scholars have suggested that implementing peer feedback and assessment should be accompanied by training activities or the provision of grading criteria to avoid significant disparities in peer feedback. If unable to provide appropriate assistance, it necessitates a re-explanation and standard setting to make the peer evaluation and feedback more effective [18,19,20]. Beyond student interactions in online learning, the academic and teaching exchanges between teachers themselves can enhance professional capabilities and performance [21,22,23], representing an aspect of teacher peer interaction.

Topic 1 encompasses nine issues: Issue 1: Anonymity, Engagement, and Technology in Online Peer Assessment, Issue 3: Peer Feedback and Collaborative Learning in Digital Education, Issue 5: Peer Interaction and Assessment in Online Higher Education, Issue 7: Engagement and Assessment Innovations in Online Higher Education, Issue 8: Self-Reflection and Peer-Assessment in Digital Learning Outcomes, Issue 11: Peer Feedback and Self-Reflection in Online Learning, Issue 12: Enhancing Engagement and Assessment in E-Learning, Issue 15: Metacognition and Peer Feedback in Online Learning, and Issue 17: Self-Regulated Learning and Feedback Dynamics in Online Higher Education. The content of each issue is described as follows:

Issue 1, which includes keywords such as peer assessment, feedback, peer feedback, online, and review, is named Anonymity, Engagement, and Technology in Online Peer Assessment. This cluster examines the use of blended teaching methods to enhance students’ learning experiences through social platforms, thereby stimulating creativity and autonomy during the learning process [60]. By identifying areas for self-improvement and adjusting, students can effectively enhance learning outcomes and increase their engagement [61,62,63]. Rich online interactions provide a wealth of information [64]. Constructivist learning environments create spaces for learning where continuous exchanges between teachers and peers promote students’ reflective abilities [65] and broaden their perspectives [63,66,67,68].

Issue 3, characterized by keywords such as feedback, peer, peer feedback, high, and case, is named Peer Feedback and Collaborative Learning in Digital Education. Adapting to technological trends, digital education enables students to engage in group collaborative learning and feedback through platforms like Tron Class or wikis. During these activities, peers engage in discussions and self-reflection, honing their abilities to provide in-depth or constructive criticism to one another [69,70]. For instance, peer assessment and feedback can offer more creativity, feasibility, and appropriateness in activity design, not only facilitating smoother activities but also perfecting the pedagogical implications and promoting students’ strategies and applications in deep learning. Studies have shown that students with higher capabilities can offer better feedback and suggestions [71,72], although it is also argued that feedback from peers tends to be brief and less helpful [73].

The keywords for Issue 5 are tutor, faculty, evaluation, teach, and system, which we have named “Peer Interaction & Assessment in Online Higher Education”. In the context of online and mobile learning in higher education, teaching strategies, course design, and instructional styles differ from traditional teaching’s singular lecture approach. Through self-assessment and peer assessment, employing problem-based learning (PBL) methods, combined with video reviews [74], peer assessment and collaboration [75], and real-time feedback on problems [76], effectively enhances students’ abilities and academic outcomes [77], as well as ensuring that teachers’ guidance methods and feedback resonate with students’ feedback during the teaching process. For adjunct or novice teachers, peer feedback methods through synchronous, asynchronous, and online forums can gather professional knowledge in the subject, teaching techniques, focus points, and teaching styles, understanding their own needs, weaknesses, and dilemmas [78,79]. Through self-observation and reflection, teachers can improve their self-guidance skills [74,80]. The ‘zero-sum’ approach to evaluation proposed by Strachan and Wilcox [81] can help teachers more accurately assess the performance of student groups.

The key terms of Issue 7 include “feedback”, “model”, “online”, “work”, and “data”, guiding our focus on engagement and assessment innovations in online higher education. As the landscape of higher education evolves, teaching methods under the principles of collaboration, innovation, and inclusion are continually being developed to maintain student engagement. These methods are increasingly interactive and student-centered, especially in assessment practices where there has been a shift from traditional summative evaluations to formative peer assessments and feedback [82]. Innovations include increased peer teaching observations [83], novel participation models, personalized assessment techniques, and data-driven insights. Students have reported gaining more timely feedback through peer feedback and digital evaluations [84], fostering collaborative reflection, enhancing learning outcomes, and securing meaningful learning experiences [85]. Reyna and Meier [86] have noted that students maintain a positive attitude towards learning disciplines through digital media (LGDM), with preferences for collaborative and creative tasks marking significant components of their learning experiences.

Issue 8 highlights key terms such as “reflective”, “digital”, “think”, “intervention”, and “pharmacy”, leading to our focus on self-reflection and peer-assessment in digital learning outcomes. In the higher education context, the importance of digitalization in innovating learning and teaching methodologies is increasingly recognized. Peer interaction and feedback within online and mobile learning environments are crucial to the learning process. System integration through digital platforms aids in self-reflection, deep learning, critical thinking, and social interaction [87,88,89]. Educators can gain deeper insights into student behaviors, preferences, and performance, thereby customizing learning pathways and interventions. Predictive analytics can identify students who need performance-based interventions, offering timely support to enhance this aspect further. This method of data collection not only optimizes learning outcomes but also creates a more inclusive and supportive learning environment [90], particularly in pharmacy education, where digital feedback fosters an active and proactive learning atmosphere. Teachers and peers provide online comments and feedback, enabling students to engage more actively and invest in autonomous learning [87,91,92,93].

Issue 11, titled “Peer Feedback and Self-Reflection in Online Learning”, identifies key terms such as assignment, portfolio, learning analytics, analytics, and live. Peer feedback is a critical element in online and mobile learning within higher education, enhancing understanding and fostering critical thinking skills. Through learning analytics and real-time feedback, both in-service teachers and students receive multifaceted feedback on portfolios and assignments [94]. These portfolios and assignments are pivotal in developing experiences and skills throughout their learning journey. For instance, dental students believe that a rich portfolio accumulation enhances their professional skills and personal experience [95]. The interplay between peer assessment and feedback, learning analytics, and instant feedback mechanisms elevates important pedagogical methods in higher education’s online and mobile learning. This not only boosts academic outcomes but also creates a dynamic and interactive learning environment. It allows students to share knowledge and opinions in collaborative learning, fostering good interpersonal relationships and enhancing learning motivation [96]. However, some studies have noted that point-to-point interactions among teachers, students, and peers can be somewhat limited [97].

Issue 12, named “Enhancing Engagement and Assessment in E-Learning”, features keywords such as criteria, judgment, achievement, problem-solving, and quality. The integration of online educational platforms is key to satisfying students’ needs for innovative learning. The transition from traditional teaching to digital environments incorporating peer interaction for critical feedback is crucial, especially in parts of participation and assessment in e-learning. The distinction between technology-enhanced learning (TEL) and mere usage underscores the role of intrinsic motivation in fostering meaningful engagement positively correlated with academic achievement [98]. Research using the PeerWise platform shows that students can develop assessment judgments by engaging in activities that encourage them to critique and provide feedback on their peers’ work, not only enhancing critical thinking but also deepening understanding of the subject [99]. This highlights a key aspect of e-learning, necessitating pedagogical strategies that go beyond technological adoption, such as training peer evaluators and establishing criteria to increase the reliability of feedback [100]. Additionally, establishing a psychologically safe online space aids peer interaction and engagement. Studies have indicated that different identity revelation modes in online learning environments, such as anonymity and creating new identities, can alleviate assessment anxiety and concerns [101].

Issue 15, entitled “Metacognition and Peer Feedback in Online Learning”, explores the nature of metacognitive development, forms of peer feedback, and their applications in online and mobile learning environments. For instance, employing multimodal reading interventions and CSCL (Computer-Supported Collaborative Learning) environments has shown positive outcomes in enhancing metacognitive skills and collaborative learning [102,103], such as improving reading scores [104] and the learning and quality of essay writing [105]. However, these studies also highlight the nuanced nature of these effects, which vary due to factors like gender [106], cultural backgrounds, and individual learning preferences [103]. In the digital age, the evolutionary nature of teaching methods merges cognitive awareness, collaborative learning, and technical proficiency, shaping a positive learning experience in higher education.

Issue 17, named “Self-Regulated Learning and Feedback Dynamics in Online Higher Education”, addresses the integration of technology and pedagogical methods in digital mobile learning within higher education to foster active participation and collaboration among students. Research by Bellhäuser, Liborius and Schmitz [107] indicates that when university students participate in online peer feedback training programs, there is an enhancement in Self-Regulated Learning (SRL) knowledge and capabilities. A collaborative peer environment is beneficial for establishing students’ SRL skills. Detailed and accurate knowledge and advice from peers can enhance students’ sense of self-efficacy [108], improve academic performance [13], and promote writing and speaking skills in a second language [109,110].

4.2. Topic 2: Peer Interaction and Collaborative Learning Technologies

Traditional learning and assessment methods have often relied heavily on individualistic approaches, such as written reports or exams, to gauge educational outcomes. The advent of educational technology has revolutionized this landscape by enhancing digital and mobile learning platforms, introducing new paradigms such as diverse assessment methods, and increasing student interaction with access to real-time feedback [111,112]. Teachers can now tailor instructional designs and assessment methods to individual student needs, fostering motivation for active learning [113], professional skills development, and interpersonal interaction [17]. Peer assessment technologies that allow for anonymity can reduce bias and encourage honest feedback, thus balancing participation and maintaining the integrity of evaluations [19,58,59].

Additionally, platforms provide myriad resources, ranging from interactive courses and discussion participation to collaborative forums. These resources enable students not only to gain a broad spectrum of perspectives and cultivate professional knowledge but also to develop soft skills such as teamwork [114]. In the realm of creating structured grading criteria, a robust grading system can assist students in collectively completing projects, sharing resources, and supporting each other, thereby enhancing the learning experience. For example, the implementation of the TeamUP APP in midwifery courses offers systematic assessment methods and peer collaborative learning, aiding students in enhancing their practical readiness and teamwork skills [115]. Moreover, in fields such as language and arts education, collaborative learning through mobile devices and peer interaction, facilitated by instant feedback, can lead to more comprehensive preparation and positive educational outcomes [116,117].

Topic 2 encompasses eight issues, including Issue 1: Anonymity, Engagement, and Technology in Online Peer Assessment; Issue 2: Digital Platforms for Enhancing Professional Skills and Peer Learning; Issue 4: Collaborative Learning and Peer Support in Online Education; Issue 5: Peer Interaction and Assessment in Online Higher Education; Issue 6: Mobile-Assisted Learning and Peer Feedback in Language Education; Issue 9: Digital Platforms and Peer Learning in Higher Education; Issue 13: Mobile Tech in Arts and Physical Ed: Peer Assessment and Learning Engagement; and Issue 14: E-Learning Innovations: Peer Support and Digital Tools in Higher Education.

Although Issue 1 appears under Topic 1, the research articles it contains span across two topics. Additionally, the keywords for Issue 13 are peer assessment, mode, mobile, dance, and multi-peer, which is titled Mobile Tech in Arts and Physical Ed: Peer Assessment and Learning Engagement. Upon manual review, it was found that the content of the articles in Issue 13 could be discussed in conjunction with those in Issue 1. These two issues primarily explore research issues related to students’ learning experiences on digital platforms, peer feedback, evaluation, and engagement in social media. Studies related to enhancing student learning experiences have utilized platforms such as Facebook, Canvas, YouTube videos, Online Writing Centers (OWC), Wiki networks, Twitter, Instagram, and LinkedIn, offering diverse learning process options and modes for either public or anonymous sharing. The anonymous mode can enhance students’ learning perception and reduce the anxiety associated with self-confidence when facing peers’ thoughts and suggestions [19,118]. In public sharing, students find that posing questions and commenting mutually can yield valuable suggestions and enhance skills in interpersonal communication [51,119]. However, some studies have noted that the use of platforms might lead to an overload of feedback, potentially affecting the interpretation of messages among students [52]. Peer assessment, feedback quality, and standards on digital platforms continue to be areas of research. Studies suggest that before peers provide assessments and feedback, instructors or educators should establish clear criteria and training programs to enhance the reliability and effectiveness of evaluations [18,120]. Additionally, peer assessment methods have been shown to improve social skills and creativity [121,122]. In terms of engagement, research indicates that technology-assisted learning, assessment, and feedback can maintain students’ enthusiasm and proactive engagement during autonomous learning processes or within course interactions through platform applications for searching, questioning, and discussion [14,66,123].

Following a manual review, Issues 2 and 9 were found to exhibit similar content and have thus been amalgamated into a single group named “Digital Peer Learning Platforms in Professional and Educational Contexts”. The key terms for this issue include blog, write, peer, learner, language, social, integrate, personal, and collaborative. These issues discuss the enhancement of professional skills and peer learning through digital platforms such as blogs, social media, and online writing. Digital platforms incorporate peer interaction and collaborative learning to provide a diverse, interdisciplinary environment for sharing professional skills and resources. Innovations like language learning MOOCs, Web 2.0 resources, video-based learning, MOOC ICT (Information and Communication Technology), industry educators, and chatbots are transforming traditional educational models [17,124]. Examples include peer-collaborative language learning [125], academic writing [126], and perspectives on interpersonal interaction [114,127]. These platforms facilitate a learning environment conducive to collaboration and interaction, enhancing learner autonomy, academic and professional skill acquisition, and increasing learner engagement and proactive participation in their educational journey [127,128,129]. The spirit of educational innovation continues to explore the potential of digital tools, with learning processes characterized by cooperation, collaboration, and enriched technological stages. Effective regulation of peer interactions aids in developing learners’ social skills [130,131].

Upon manual review, Issues 4 and 14 were identified as having similar content and have been collectively categorized under the theme “Peer Support & E-Learning Advancements in Education”. The key terms associated with this category include team, support, collaborative, educational, individual, e-learning, mental, pace, acceptance, and usefulness. Within the context of online education, collaborative learning and peer support strategies emphasize the importance of communication, teamwork, and collective problem-solving. Research has demonstrated that through a variety of approaches, including social-emotional learning (SEL) [132], team-based learning (TBL) [133], reflective asynchronous discussions [134], structured collaborative group assessments [135], and peer learning [136], an inclusive, interactive, and supportive learning environment can be created for both group and individual learning contexts. Social-emotional learning (SEL), through interactive methods focusing on social and emotional needs, enhances emotional connection and engagement among students [132]. Team-based learning (TBL) and structured group activities, along with peer-to-peer learning partnerships, foster cooperation and practical knowledge application among students [133,137]. Online peer evaluation and reflective asynchronous discussions enable students to engage in deep feedback and critical discussions, thereby enhancing their critical thinking and metacognitive skills, and preparing them to address complex real-world problems [138]. Encouraging students to reflect on their learning journey deepens their understanding and retention of knowledge, showcasing the power of reflective learning and peer interaction [135].

Issue 5, entitled “Peer Interaction & Assessment in Online Higher Education”, focuses on the integration of digital technology with teaching styles and strategies to facilitate active learning, collaboration, and cross-regional communication among students. This integration provides a broader array of learning materials and interactive forms, increasing the flexibility and personalization of learning to better meet diverse learning styles and needs [139]. Teachers, through peer interactions, can receive feedback from students, enabling them to reflect on and timely adjust their teaching methods to meet students’ needs adequately [74]. The utilization of online discussion forums, learning platforms, and virtual communities supports interactive learning, while online assessment tools implement self and peer evaluation, and digital tools facilitate collaborative learning and professional development [137,140,141].

Issue 6, named “Mobile-Assisted Learning and Peer Feedback in Language Education”, highlights the evolution of language learning modalities with increased interactivity and flexibility through mobile technology, particularly in the field of English as a Foreign Language (EFL) education. Mobile technologies and devices have become key instructional strategies to enhance students’ language proficiency and motivation [116]. Tools such as smartphones, video, and simulated virtual reality (SVVR) environments enable students to practice, interact, and receive feedback, improving their oral performance, learning motivation, critical thinking skills, and reducing anxiety associated with learning and expressing themselves in English [4,142]. Additionally, these tools not only provide a more authentic language practice environment but also enhance student interaction and participation and, thus, motivate and improve language learning efficiency [143]. Students generally recognize the positive effects of peer feedback through mobile applications, despite facing challenges such as the small screen sizes of mobile phones and limited given standards [144]. In this process, both educators and learners need to adapt to new learning tools and methods to fully leverage the advantages of these technologies in language education [116].

4.3. Topic 3: Impact of COVID-19 and Pedagogical Innovations in Peer Learning

In the modern educational landscape, the rapid development of digitalization and innovative educational strategies has significantly enhanced the efficiency and quality of learning. The COVID-19 pandemic dramatically impacted traditional teaching methods, compelling educators and students to seek more flexible and highly interactive learning modes [145]. In this context, blended learning models that integrate virtual learning environments, partially flipped classrooms, and diverse online resources have affirmed their central role in educational innovation, effectively enhancing the interactivity and accessibility of learning [146,147]. Concurrently, the rise of MOOCs and other online learning platforms has opened new avenues for learning, enabling students to engage in highly personalized and interdisciplinary educational experiences [148]. These platforms support students in setting their own learning pace and encourage collaboration with peers, instructors, and experts, thereby fostering students’ initiative and capacity for innovation [149]. However, to maximize the utility of these digital tools, several challenges still need to be addressed, including enhancing the accuracy of assessment methods, ensuring the stability of technological infrastructures, and improving students’ self-management skills [150]. Educational innovation also involves the development of assessment strategies in technology-enhanced learning, integrating online interactions, asynchronous meetings, and video formats, not only broadening educational reach and interactivity but also enhancing education’s role in social participation and health promotion [151]. For instance, collaborative online video projects for intergenerational learning effectively foster interactions between young students and the elderly, helping to reduce feelings of isolation among older adults [152]. Additionally, peer support and gamified learning activities enhance learners’ engagement and communication skills, thereby strengthening their cognitive abilities [153].

Topic 3 encompasses four issues, namely Issue 10: Innovative Educational Strategies for Enhanced Peer Learning, Issue 16: The Dual Effects of MOOCs and Online Learning: Opportunities, Challenges, and Solutions, Issue 18: Innovative Assessment Strategies in Technology-Enhanced Learning, and Issue 19: Pedagogical Innovations and Student Engagement in Blended Learning.

Upon manual review, Issues 10 and 19 were found to exhibit similarities in content and have thus been consolidated into one group named “Blended Learning and Innovative Strategies for Peer Interaction”. This issue explores the transformations and impacts of digital platforms on peer learning and teaching methods [145], and is divided into two parts: blended innovative teaching and innovative models of peer interaction. In the realm of blended innovative teaching, research during the COVID-19 period indicates a shift to fully online teaching methods, prompting continual updates in digital platform technology. This evolution has developed into virtual learning environments (VLEs) [146], partially flipped learning models [147], and the integration of online resources [148,154], providing students with a variety of teaching modes and rich learning resources to meet their needs and perceptions [148]. An example includes advancements in urban agriculture in the United States, where students collaborate with peers and experts through virtual platforms to foster technological innovations in urban farming [149]. In terms of innovation in peer interaction, peer-to-peer learning has been enhanced to increase interaction among international students, improving learning outcomes and peer connections [155]. Virtual methods also provide solutions for peer crisis response [156]. However, some studies indicate that the reduction in face-to-face interactions has led to a decrease in the frequency of students’ participation in learning activities, suggesting the need for more structured approaches to prevent this issue [157].

Issue 16 is titled “The Dual Effects of MOOCs and Online Learning: Opportunities, Challenges, and Solutions”. Research highlights the substantial rise of open education, massive open online courses (MOOCs), and online learning platforms in the educational sector, particularly during the COVID-19 pandemic, which introduced new learning modalities, opportunities, and challenges for students [150,158]. Furthermore, students can transcend the traditional constraints of learning environments by timing, tailoring, and pacing their studies to their specific needs and accessing diverse materials and activities that facilitate interdisciplinary and cross-sectoral learning resources. This environment enables collaborative creation and discussion with peers, instructors, and experts, fostering greater initiative and opportunities for creativity in the learning process [159,160]. However, online platforms still face several challenges that need to be addressed, including effective assessment strategies for MOOCs and other online courses, the stability of technological equipment and internet connectivity, the quality of interactions, and the efficacy of student self-management. Educational institutions, students, and technology developers must continue to collaboratively address these challenges [161].

Issue 18 is titled “Innovative Assessment Strategies in Technology-Enhanced Learning”. This issue explores a broad spectrum of facets, reflecting the continuous advancements in technology and educational methodology. The significant development of innovative assessment strategies in technology-enhanced learning has provided various methods to enhance student engagement and learning outcomes [162]. emphasized the integration of self-assessment in translator training, highlighting the role of e-learning in fostering students’ sense of responsibility and positive perceptions of the assessment process [163]. proposed a comprehensive model for reusing traditional and new assessment types, such as peer assessment and competency assessment, to ensure interoperability and technological integration through standardized formats and evidence-centered design frameworks [164]. advocated the use of digital video in ePortfolios to promote self-reflection, utilizing the ARCS model to enhance student motivation and engagement [165]. described a holistic feedback approach using video-based self-reflection and peer feedback under teacher supervision, providing comprehensive cognitive, affective, and social learning feedback [166]. explored innovative assessment methods in MOOCs, including automated grading, rule-based peer assessment, and the use of digital badges and certificates to motivate learners [151]. investigated visual facilitation and representation, combining video guidance and peer feedback to enhance exploratory learning in game design courses [167]. focused on advanced video research methods, employing multi-camera setups and wearable technology to capture detailed classroom interactions, offering comprehensive multimodal analysis. The studies in this issue underscore the importance of integrating innovative assessment strategies, such as self-assessment, peer feedback, digital video, and advanced technological tools, to promote deeper learning and engagement in technology-enhanced educational environments.

4.4. Peer Assessment Model

This study synthesizes the 19 issues and categorizes them into three major topics. Although some issues are similar, all have been retained in this study. We contend that while these research issues may currently appear similar, the exposition provided by this study can offer researchers diverse perspectives, potentially fostering new topics that could yield different outcomes in the future. Ultimately, this study has accomplished the topic modeling of peer interaction in online and mobile learning for higher education, with the model depicted as follows (Figure 3):

5. Conclusions, Research Limitations, and Recommendations

Over the past three decades, higher education has witnessed transformative changes where peer engagement and learning technologies have intertwined to foster educational development and innovation. During this period, the acceleration of technological advancements has revealed that peer interaction, assessment, and collaborative learning are significant factors impacting learning. The evolution of these factors has not only enhanced the educational experience but also introduced new challenges and opportunities for educators and learners. The advent of the digital era has further catalyzed transformative shifts in educational paradigms, seamlessly integrating sustainable education with innovative pedagogical approaches that cater to a broader spectrum of learners and educators.

This study conducted topic modeling on 485 articles in the field of peer interaction in online and mobile learning of higher education, spanning from 1993 to 2022. We categorized the literature into 19 issues. Although some issues could be consolidated for discussion, we chose to retain the original issues to serve as a reference for future researchers, stimulating the exploration of potential new issues. Ultimately, we classified all issues into three major thematic models, with the conclusions outlined below.

5.1. Topic 1: Peer Feedback, Assessment, and Engagement Innovations (9 Issues)

This study focuses on how advancements in technology and online learning platforms in contemporary higher education have facilitated the diversification of learning resources and the innovation of learning methodologies. By examining in depth the impact of peer assessment and feedback mechanisms on students’ learning experiences, engagement, and self-reflective capabilities, this paper reveals that the application of multimedia and video teaching methods in online learning environments not only enhances course participation and knowledge construction but also promotes group collaboration and learner autonomy. Particularly, the use of anonymous feedback has significantly alleviated students’ emotional distress, reduced anxiety, and refined learning strategies. Further analysis suggests that providing clear training and grading standards during the implementation of peer assessment and feedback is crucial for minimizing variability in peer feedback and ensuring its effectiveness. Additionally, the paper emphasizes the positive impact of interactive learning between teachers and students and enhances student creativity, autonomy, and initiative through blended teaching methods and the use of social platforms. Topic 1 highlights the importance of peer assessment and feedback strategies in promoting student engagement, self-reflective abilities, and collaborative learning outcomes within a technology-driven educational environment. These findings offer valuable insights for educators, guide future instructional practices and research directions, and foresee the evolving trends and potential applications of peer feedback mechanisms in the field of education, thereby contributing to the sustainability of educational practices.

This topic comprises 9 issues, including Issue 1: Anonymity, Engagement, and Technology in Online Peer Assessment; Issue 3: Peer Feedback and Collaborative Learning in Digital Education; Issue 5: Peer Interaction and Assessment in Online Higher Education; Issue 7: Engagement and Assessment Innovations in Online Higher Education; Issue 8: Self-Reflection and Peer-Assessment in Digital Learning Outcomes; Issue 11: Peer Feedback and Self-Reflection in Online Learning; Issue 12: Enhancing Engagement and Assessment in E-Learning; Issue 15: Metacognition and Peer Feedback in Online Learning; and Issue 17: Self-Regulated Learning and Feedback Dynamics in Online Higher Education.

5.2. Topic 2: Peer Interaction and Collaborative Learning Technologies (8 Issues)

In the wave of educational technology, Topic Two explores how technology can be utilized to enhance learning assessment methods, aimed at identifying and implementing more effective learning and assessment strategies. As digital platforms and mobile learning technologies advance, traditional assessment methods such as written reports and paper tests are increasingly being replaced by more diverse and interactive approaches. These methods not only enhance interactivity among students and provide immediate feedback but also allow for personalized instructional designs and assessment adjustments, thereby enhancing students’ motivation, professional skills, and interpersonal abilities. Notably, the use of peer assessment technologies and anonymous feedback plays a crucial role in reducing assessment biases and encouraging sincere feedback while maintaining the integrity and balance of evaluations. The rich resources offered by digital platforms, such as interactive courses and collaborative forums, enable students to acquire professional knowledge from a broad perspective and develop soft skills like teamwork. Structured grading standards are essential for effective assessment and feedback provision, not only enhancing the learning experience but also promoting teamwork and the development of practical skills. Additionally, the learning experience on digital platforms, including peer feedback and assessment, as well as engagement, involves a wide array of areas, including social media and various learning platforms. Through these platforms, students can share and gain knowledge, enhance their perceptiveness to peer advice through public or anonymous interactions, and reduce feelings of self-doubt and anxiety. Topic Two also highlights the potential of educational technology in advancing innovative learning and assessment methods, particularly through the application of platform applications that foster students’ enthusiasm and proactivity for learning. These innovations not only explore the potential of digital tools but also, through cooperative and collaborative technologies and effective peer interaction, help learners improve their social skills, bringing a rich and diverse educational experience to modern education, and emphasizing the importance of sustainability in educational tools and methods.

This topic encompasses nine issues, including Issue 1: Anonymity, Engagement, and Technology in Online Peer Assessment; Issue 2: Digital Platforms for Enhancing Professional Skills and Peer Learning; Issue 4: Collaborative Learning and Peer Support in Online Education; Issue 5: Peer Interaction and Assessment in Online Higher Education; Issue 6: Mobile-Assisted Learning and Peer Feedback in Language Education; Issue 9: Digital Platforms and Peer Learning in Higher Education; Issue 13: Mobile Tech in Arts and Physical Education: Peer Assessment and Learning Engagement; and Issue 14: E-Learning Innovations: Peer Support and Digital Tools in Higher Education. Notably, Issue 1: Anonymity, Engagement, and Technology in Online Peer Assessment, and Issue 5: Peer Interaction and Assessment in Online Higher Education straddle Topics One and Two, illustrating their relevance across these thematic areas.

5.3. Topic 3: Impact of COVID-19 and Pedagogical Innovations in Peer Learning (4 Issues)

We examined the strategic role of digitalization and peer learning environments in enhancing learning efficiency and quality in modern education, especially during the COVID-19 pandemic, when traditional teaching methods faced unprecedented challenges. Blended learning models, incorporating virtual learning environments, partially flipped classrooms, rich online resources, and peer interaction, played a crucial role in promoting interactive and collaborative learning. Moreover, MOOCs and other online learning platforms, by offering personalized and interdisciplinary learning opportunities, support students in setting their own learning pace and facilitate deep collaboration with peers, teachers, and experts. Implementing these innovative learning strategies presents multiple challenges, including resistance to technological adoption and digital divides that limit equitable participation in digital learning for all students. To overcome these challenges, critical instructional adjustments are necessary, such as developing more flexible learning resources, providing technical training, and promoting effective communication. Research indicates that a successful blended learning environment should include diverse interaction modes and personalized learning paths, requiring educators to design highly inclusive and interactive learning activities and utilize technological tools to support autonomous learning. Additionally, peer support and gamified learning activities have been shown to effectively enhance engagement and communication skills, further strengthening learners’ cognitive abilities. In summary, the successful implementation of digital and peer learning environments not only needs to overcome technological and socio-economic challenges but also requires educators to engage in innovative instructional design and adjustments to meet learners’ needs, thereby providing valuable insights and practical experiences for educational innovation and enhancing the sustainability and adaptability of educational practices.

This topic encompasses four issues, including Issue 10: Innovative Educational Strategies for Enhanced Peer Learning, Issue 16: The Dual Effects of MOOCs and Online Learning: Opportunities, Challenges, and Solutions, Issue 18: Innovative Assessment Strategies in Technology-Enhanced Learning, and Issue 19: Pedagogical Innovations and Student Engagement in Blended Learning.

In conclusion, this study not only deepens our understanding of the integration of peer interaction and learning technologies in higher education but also provides educators and scholars with valuable insights for implementing innovative teaching strategies and improving students’ learning experiences. It foresees the potential applications of peer feedback mechanisms and educational technology in the future educational landscape, offering guidance for future instructional practices and research directions. The integration of sustainable education concepts throughout the study underscores the importance of maintaining resilience and adaptability in educational strategies to cater to a broad spectrum of learners and educators, shaping a more sustainable and equitable future for education.

5.4. Research Limitations and Recommendations

The inherent limitation of this study lies in analyzing sample articles solely from the Web of Science database. This approach may introduce potential biases in article selection, pose challenges for topic modeling, and limit the diversity of data sources. We recommend incorporating sample analysis from the Scopus database into future extended research. This inclusion will facilitate a comparative analysis of topic modeling differences between the two databases, thereby providing a more comprehensive and balanced perspective.

Additionally, due to resource and time constraints, we were unable to include interviews and feedback from practitioners or experts in the field of interest in this study. We recommend conducting interviews and obtaining feedback from practitioners or experts in the field of interest in future extended studies. This will help further validate and enrich the research findings.