A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers

Vásquez-Colina, María D.; Russo, Marianne Robin; Lieberman, Mary G.; Morris, J. D.

doi:10.1080/0309877x.2015.1135884

Cited by 9 publications

(13 citation statements)

References 23 publications

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“…In the twenty-first century, technological learning is expected to include digital literacies, collaboration, complex communication, and systems-thinking skills, among others. In order to be in line with online learning, higher education institutions are expected to offer courses and platforms that support the use of multidimensional abilities and skills and the use of media and technology as supportive systems in higher education [9]. In general, there are three formats that ought to be followed in delivering courses, namely distance learning (DL), faceto-face (F2F), and hybrid (H) learning.…”

Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

“…They can also collaborate with other students and rely on the instructor as a facilitator rather than a lecturer. It also allows for a consistent delivery of content, because online videos can be prerecorded and shared with the rest of the class online [10] as in [9] and in [11]. e-Learning has the possibility to support learning processes, collaboration, flexibility, and the distribution of education and training, as well as evaluation of content and skill in distance learning.…”

Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

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The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

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The chapter deals with opportunities and challenges of distance learning in higher education. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.

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Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

Section: The Good Of Distance Learning In Higher Educationmentioning

confidence: 99%

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

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“…Aqui ocorre a internalização dos comportamentos observados e emulações bem-sucedidas nos níveis anteriores. A autorregulação é atingida a partir do momento em que há adaptação do comportamento, de forma a empregar as observações de maneira adaptativa (Usher & Schunk, 2018;Schunk & Zimmerman, 1997).…”

Section: Autorregulaçãounclassified

“…c) Capacidade de autorreação, que permite realizar ajustes durante o curso de uma ação. d) Autoconsciência reflexiva, que pode ser exercida antes, durante ou depois do desempenho, isso permite a influência de pensamentos e comportamentos subsequentes (Usher & Schunk, 2018;Bandura, 2001;Bandura, 1978).…”

Section: Autorregulaçãounclassified

“…Essas atividades regulatórias podem influenciar o seu desempenho (idem, 2002). Com o feedback do professor sobre a tarefa, o estudante poderá refletir sobre seu desempenho (autoconsciência reflexiva) e suas estratégias e até mesmo se voltar para as metas estabelecidas, sendo um processo cíclico (Schunk & Greene, 2018;Butler & Winne, 1995;Pintrich & Zusho, 2002;Usher & Schunk, 2018;Bandura, 2001Bandura, , 1978. Para o professor que avalia seus estudantes e procura auxiliá-los no processo de autorregulação pode ser difícil identificar fatores como as metas individuais dos estudantes e sua motivação.…”

Section: Autorregulaçãounclassified

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Discutindo o papel do feedback no ensino superior EAD sob a perspectiva docente

Fortes¹

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Estudos têm mostrado a importância do feedback em cursos superiores a distância e evidenciam benefícios associados à sua prática, como a autorregulação, que chama a atenção, uma vez que, na educação a distância, o estudante é responsável por conduzir seu processo de aprendizagem.Em sua maioria, os estudos realizados são experimentos ou estudos de caso, deixando lacunas sobre quais são as práticas de feedback dos docentes, ou ainda, carecendo de estudos em novas populações. Desse modo, esta pesquisa teve o objetivo de conhecer as perspectivas docentes sobre o feedback e sua contribuição para a autorregulação do estudante. Buscou-se identificar os tipos de feedback utilizados e hierarquiza-los, ordenando-os de acordo com seu uso pelos docentes, conhecendo suas percepções acerca das contribuições advindas dessas práticas, além de identificar a importância e as dificuldades docentes com o feedback na educação a distância.Para este fim, foi realizado um levantamento junto a 116 professores de diversas áreas do conhecimento. A análise descritiva dos dados evidenciou a utilização de todos os tipos de feedback presentes na taxonomia proposta por Chetwynd e Dobbyn, com concentração nos feedbacks sobre conteúdo. Esses feedbacks têm sido fornecidos, em sua maioria, durante todo o curso e em tempo oportuno. Os professores notam que suas práticas de feedback contribuem principalmente para ajustes nas tarefas, melhora do desempenho e autonomia dos estudantes.Para eles, a importância do feedback na educação a distância se dá principalmente para a aprendizagem e autorregulação dos estudantes. Porém, apontam como maiores dificuldades o engajamento do estudante e a individualização do feedback. De maneira geral, as dificuldades estão relacionadas a três atores: o estudante, o próprio professor e a instituição de ensino superior. Conclui-se que as práticas de feedback sugerem uma tendência de ocorrerem dentro de uma avaliação formativa, sendo realizadas, em sua maioria, durante todo o curso e em tempo oportuno; além de haver a utilização de diferentes tipos de feedback. Essas práticas contribuem para a autorregulação dos estudantes, uma vez que, trazem como principais benefícios características observáveis em estudantes autorregulados.Palavras-chave: Feedback. Autorregulação. Educação a Distância. Ensino Superior. Avaliação da aprendizagem.

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A novel color labeled student modeling approach using e-learning activities for data mining

Buyrukoğlu

2022

Univ Access Inf Soc

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Student modeling approaches are important to identify students’ needs, learning styles, and to monitor their improvements for individual modules. Lecturers may incorrectly identify the students’ needs and learning styles based on solely an exam grade or performance in the class. In doing so, students need to be classified using more parameters such as e-learning activities, attendance to virtual live class (for theory and practice) and submission time of the assignment, etc. This study proposes a novel color-labeled student modeling/classification approach using e-learning activities to identify students’ learning styles and to monitor students’ weekly improvements for individual modules. A novel Student Classification Rate (SCR) formula was created by combining three stages including pre-study stage, virtual_class stage, and virtual_LAB_class stage. In the evaluation part of the SCR, Artificial Neural Network and Random Forest algorithms were employed based on two different feature sets for an Object-Oriented Programming Module. Feature set 1 consisted of a combination of e-learning and regular data while the feature set 2 was referred as the combination of the SCR and the regular data. Random Forest yielded the lowest MAE (0.7) by using feature set 2. Also, the majority of the students’ (81%) learning styles referred to attending the live virtual class. Students’ weekly learning progress was also monitored successfully since the Pearson correlation was measured as 0.78 with the 95% confidence interval between the mean of SCR and lab grades. Additionally, SCR used for two more different modules yielded convincing results in the determination of students’ learning styles. The obtained results reveal that the proposed SCR approach has significant potential to correctly classify students, identify students’ learning styles, and help the lecturer to monitor the students' weekly progress. Finally, it seems that SCR would have a significant impact on improvement of students learning.

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A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers

Cited by 9 publications

References 23 publications

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Discutindo o papel do feedback no ensino superior EAD sob a perspectiva docente

A novel color labeled student modeling approach using e-learning activities for data mining

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