Audio peer feedback to promote deep learning in online education

Abstract

We investigated the relation between providing and receiving audio peer feedback with a deep approach to learning within online education. Online students were asked to complete peer feedback assignments. Data through a questionnaire with 108 respondents and 14 interviews were used to measure to what extent deep learning was perceived and why. Results support the view that both providing and receiving audio peer feedback indeed promote deep learning. As a consequence of the peer feedback method, the following student mechanisms were triggered: “feeling personally committed,” “probing back and forth,” and “understanding one's own learning process.” Particularly important for both providing and receiving feedback is feeling personally committed. Results also show that mechanisms were a stronger predictor for deep learning when providing than when receiving. Given the context in which instructors face an increasing number of students and a high workload, students may be supported by online audio peer feedback as a method to choose a deep approach to learning.

Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China

“…However, there has been a number of unavoidable problems of teething. According to the observers, there is a likelihood that the future might have become the present (Bao, 2020;Donitsa-Schmidt & Topaz, 2018;Filius et al, 2019). Within two decades, there has been advancement in the use of technology in the field of education.…”

“…Top universities in the world such as Tsinghua, Peking University, Harvard, MIT, Yale, Oxford, Cambridge, among others are moving in this direction (Bao, 2020;Picciano, 2017). Bao (2020), and Filius et al (2019) argue that going entirely online requires significant planning and investments from all sectors. So, if the university has not hitherto taken the students and instructors through an online teaching training, and may not have enough resources including recording platforms both on campus and at home to get the instructor to record and present the work in a manner that can be accessed by students, then the online plan ends right here (Yang & Li, 2018).…”

“…Therefore, before institutions decide to use online to teach in this Coronavirus (CONVID-19) era, they should evaluate this issue very well, such as posting PowerPoint slides for students to read does not constitute online teaching. Suppose the university has a robust online platform and the instructors can record and present the material for students to access even from their homes and, if students do not have the means to access these materials such as a laptop/tablet or a good phone, then they are stuck (Filius et al, 2019).…”

Card Sorting: Challenges in Mathematics during Emergencies and Crises

“…The ERT is a sudden interim shift of instructional delivery from the normal delivery modes due to emergency and crisis circumstances. It involves using completely remote teaching solutions for learning (Hodges et al, 2020) and is contrary to the entire online courses that are initially planned and designed to be delivered virtually (Bao, 2020;Filius et al, 2019). The global shift to ERT (Bozkurt, & Sharma, 2020;Hodges et al, 2020) and its actual application using online platforms has posted many unexpected…”

The Readiness of Learning Object Materials during the COVID-19 Pandemic

“…The materials are uploaded to an application such as Google Drive and blog [3]. Moreover, inadequate resources and infrastructure do not support the need for material recording so that students cannot access them from home using devices such as laptops, PCs, or smartphones [4]. In the last twenty years, there has been an increase in the use of technology for education, even though online education is still relatively new.…”