An educational research course facilitated by online peer assessment

Chen, Ying-Chih; Tsai, Chin Chung

doi:10.1080/14703290802646297

Cited by 56 publications

(42 citation statements)

References 14 publications

(24 reference statements)

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“…Although grouping students based on number of assignments they submitted and for which they received feedback from peers did not reveal any significant difference on performance test scores, mean scores of students who received five feedbacks (M5 = 14.18) were slightly higher than mean scores of the other students (M1 = 11.38), which is parallel to the findings in the literature (Chen & Tsai, 2009). One reason of not having significance might be related to the quality of feedback.…”

Section: Discussionsupporting

confidence: 67%

“…On the other hand, quality of feedback is related to usefulness of a provided feedback, including its accuracy, specificity, legibility and perceived value, in order to support and progress students (Gibbs & Dunbar-Goddet, 2007;Lees & Carpenter, 2012;Nisbet, 2004;Ruegg, 2014). The amount of peer feedback received by students, particularly metacognitive-oriented ones, is significantly correlated with the improvement of their course performance (Chen & Tsai, 2009). To illustrate, Shannon and her colleagues (2016) designed and developed an online peer feedback system called PeerPresents to allow both 15 students and faculty to guide the feedback process and provide feedback to six PhD students during their research presentations.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

Adıgüzel

Varank

Erkoç

et al. 2016

EURASIA J MATH SCI T

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This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was investigated. Participants were 32 freshmen elementary and Turkish education pre-service teachers who were enrolled in two sections of the mandatory Computer I course in a public university in Turkey in the fall semester of 2013. Groups of students who submitted their assignments and received feedback in varying quantity and two different forms (text or text and video together) did not differ respectively in terms of students' performance test scores as well as self-efficacy and technology acceptance ratings. Students' feedback satisfaction ratings were significantly correlated only with their technology acceptance scores. All results were interpreted with the support of peer feedback content in both text and video formats to clarify the details and contribute more to the literature.

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Section: Discussionsupporting

confidence: 67%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

Adıgüzel

Varank

Erkoç

et al. 2016

EURASIA J MATH SCI T

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show abstract

“…Such an online peer assessment system was used in some International Journal of Linguistics ISSN 1948-5425 2012 previous studies (e.g., Chen & Tsai, 2009;Tseng & Tsai, 2007;Wen & Tsai, 2008). Each of the participants performed the roles of both author and editor simultaneously.…”

Section: Methodsmentioning

confidence: 99%

Weblog-Based Collaborative Learning: Iranian EFL Learners’ Writing Skill and Motivation

Taki

Fardafshari

2012

IJL

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This study investigated the effect of weblog-based collaborative learning on young Iranian EFL learners' writing skill and motivation. To this end, the participants were selected from a language institute and divided into two groups of experimental and control each with 40 female students in the age range of 18 to 25. They were classified as low, intermediate, and high according to their level of language proficiency. While the control group attended classes, the students in the experimental group were simply asked to put their writing assignments on the weblog. They were asked to read each others' writings and make comments and corrections. A pre-test measured the participants' initial behavior in writing. A parallel test was conducted at the end of the study to check the effect of the treatment on the students' final behavior in writing. Their writing was scored by using the scoring rubric adapted from Rog (2007). A questionnaire was also used to check the blogger's motivation. The analysis of the data revealed that the blogging integrated collaborative learning instruction was more effective than in-class language learning instruction. The results of the study indicate that blogs as a tool for language learning provide a platform for language International Journal of Linguistics ISSN 1948-5425 2012 www.macrothink.org/ijl 413 learners to use the language actively. Finally, learners were motivated to use language and build their autonomy in learning language.

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“…Other research showed that PFB does not necessarily augments performance in a later phase of PA activity (Chen & Tsai, 2009), when students are involved in multiple practice occasions. Only the combination condition demonstrated a minor decline in PFB quality, but we have to take into account that their results were the highest of all conditions at time 2.…”

Section: Product Qualitymentioning

confidence: 99%

“…Previous research claims that online assessment is more beneficial compared to face-toface assessment (Tsai 2009;Tsai and Liang 2009;Yang and Tsai 2010). A particular reason could be that online technology offers learners more freedom in time and space (Tsai, Lin, & Yuan, 2002).…”

Section: The Role Of Peer Feedback In Students' Learningmentioning

confidence: 99%

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Gielen

Wever

2015

Computers & Education

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This study investigates how an instructional intervention focused on engaging both the assessor and assessee in the peer feedback process can be advantageous for the quality of students' peer feedback and written product in a wiki-based computer-supported collaborative learning environment in the first year of higher education. The main aim was to examine the effect of structuring the role of the assessee and/or assessor by respectively providing them with a peer feedback request and/or content checklist, together with a structured peer feedback template. The present study adopted a 2x2 design, in which four conditions were compared: (1) a control condition, (2) a feedback request condition, (3) a content checklist condition, and (4) a combination (feedback request + content checklist) condition. Every student (N=125) belonged to a group (n=27) of five and had to fulfil three consecutive assignments, each consisting of writing an abstract for a scientific paper in the wiki. The results revealed that the quality of both peer feedback and the final product increased for all conditions over time, but no significant differences were found between the conditions at time 2 and time 3. However, when the role of the assessee is structured to request for particular peer feedback, this appeared to be favourable for the peer feedback scores, but only at the initial stage of performance. Building on this, limitations, practical implications, and directions for future research are presented.

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An educational research course facilitated by online peer assessment

Cited by 56 publications

References 14 publications

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

Examining a Web-Based Peer Feedback System in an Introductory Computer Literacy Course

Weblog-Based Collaborative Learning: Iranian EFL Learners’ Writing Skill and Motivation

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

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