This article focuses on strategies for how online course outlines can be designed to improve the use of collaborative peer feedback in distance education and how different dialogic patterns can be identified. Two separate studies were conducted to investigate students’ use of own and others' texts meaning content in their peer feedback as a tool for learning and how the content can be analysed. Data were collected from two student groups; one from 40 student teachers’ peer feedback and discussions of four assignments (N=759) from two 15 credit web-based courses; and one from 30 student teachers’ argumentations and discussions of one assignment (N=253) from one 15 credit web-based course. An analytical framework, based on Bakhtin’s theories of dialogues in study one, and combined with Toulmin’s argument pattern (TAP) in study two, are employed to assess the quality of the meaning of peer feedback and argumentations. A close investigation of the dialogical patterns shows the extent to which students distinguish, identify and describe the meaning content in their peer feedback that emerge in collaboration with other students in an online setting as an important aspect. The dialogue patterns that developed are illustrated in selected excerpts.