An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

Lai, Chiu-Lin; Hwang, Gwo‐Jen

doi:10.1016/j.compedu.2015.02.011

Cited by 92 publications

(46 citation statements)

References 65 publications

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“…For instance, Table 2 shows an illustrative example of a rubric for a poster design activity (Lai and Hwang 2015). During the evaluation of the poster design, the teacher needs to offer the items and rules for grading and let the students know the requirements of each dimension.…”

Section: Peer Assessmentmentioning

confidence: 99%

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

2015

Self Cite

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The flipped classroom has been recognized by educators as an innovative and effective instructional approach. It totally overthrows traditional instruction by switching in-class instruction time with at-home practicing time. While the effectiveness of the flipped room has been identified, the challenges of applying it to school settings have also been pointed out, such as the need for effective in-class learning designs and the necessity of helping students learn across at-home and inschool contexts. In this paper, the challenges as well as the definition, characteristics, and educational objectives of flipped learning are introduced; moreover, the seamless flipped learning model is proposed by integrating the features of mobile and wireless communication technologies into the flipped classroom model to provide a guide for researchers and educators to develop effective flipped learning activities and plans for helping students learn seamlessly across contexts.

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Section: Peer Assessmentmentioning

confidence: 99%

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

2015

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“…However, mobile devices such as mobile phones, and iPads have been widely used in the field of education. Mobile technologies enable learners to receive real-time feedback from peers and instructors, interact with peers instantly, and share information conveniently (Lai & Hwang, 2015).…”

Section: Rq6: What Kinds Of Tools Were Used In the Technology-supportmentioning

confidence: 99%

A Systematic Review of Technology-Supported Peer Assessment Research

Zheng

Chen

Cui

et al. 2019

IRRODL

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With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations.The relationships between assignment types to be assessed and learning domains are shown in Table 10. As shown in Table 10, there was a positive relationship between assignment types and learning domains in the past 12 years (χ 2 = 30.96, p = 0.000). The adjusted residual value indicated that writing essays in social science subject domains had the fastest increasing trend (AR = 5.0), followed by artefacts in engineering and technological science (AR = 2.6) and natural science (AR = 2.2). On the other hand, writing essays in engineering and technological science domains (AR = -3.2) and in

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“…Lai and Hwang (2015) pointed out the remarkable correlation between college students' environmental knowledge and attitudes toward oceans. Molano and Polo (2015) found out the notable correlation between environmental knowledge and environmental attitude of learners in public vocational training institution.…”

Section: H1mentioning

confidence: 99%

“…Referring to Lai and Hwang (2015), the following three dimensions are applied to environmental knowledge.…”

Section: Environmental Knowledgementioning

confidence: 99%

Effects of Using Artificial Intelligence Teaching System for Environmental Education on Environmental Knowledge and Attitude

Huang¹

2018

EURASIA J MATH SCI T

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The emergence of computers resulted in the application revolution to instruction; till the emergence of the Internet, the strong communication ability became the major role and fully developed the integration of technology and network. The emergence of artificial intelligence teaching systems really fulfilled leaner-centered learning. Based on learner needs, the design changed the learning interaction in automatic teaching from the interaction with machines to the interaction with knowledge.

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An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices

Cited by 92 publications

References 65 publications

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies

A Systematic Review of Technology-Supported Peer Assessment Research

Effects of Using Artificial Intelligence Teaching System for Environmental Education on Environmental Knowledge and Attitude

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