Effects of high level prompts and peer assessment on online learners’ reflection levels

Chen, Nian-Shing; Wei, Chun‐Wang; Wu, Kuen-Ting; Uden, Lorna

doi:10.1016/j.compedu.2008.08.007

Cited by 142 publications

(80 citation statements)

References 27 publications

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“…He challenged the view that feedback from the lecturer should be the automatic choice as the primary agent for improving learning if students are to develop capability in making complex judgments. Whether peer assessment facilitates development of self-assessment skills is debated, and for some, peer feedback is perceived as ineffective (Boud, 2000), unpredictable (Chen, Wei, Wu, & Uden, 2009), and unsubstantiated (Strijbos & Sluijsmans, 2010). The multiplicity of peer assessment practices and diversity of instruments to measure student attitudes make it hard to compare studies and to measure effectiveness (Gielen et al, 2011;Van Zundert et al, 2010).…”

Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

817

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

817

574

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“…To our knowledge, there is no concise conclusion in previous research to what extent peer rating assessment and reflection feedback affect group behavior and performance, and what kind of reflection feedback lead to effective reflection processes (e.g., [6], [7]). Therefore, this work contributes as an instigator towards studies that examine a combination of guided and anonymous peer rating supplemented with visualized feedback.…”

Section: Discussion-conclusionmentioning

confidence: 87%

“…Solely providing students with a tool to rate posts in a discussion forum, is probably not enough to alter group collaboration balance or change students' rating standards. Visual feedback can support reflection and plays an important role in individual learning processes [7], as well as in collaborative learning processes. Small rating deviations among peers may suggest that group is led to common understanding and awareness.…”

Section: Introductionmentioning

confidence: 99%

Can Peers Rate Reliably as Experts in Small CSCL Groups?

Magnisalis

Demetriadis

Papadopoulos

2016

Intelligent Tutoring Systems

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Abstract.Research on the impact of peer rating (PR) has provided encouraging results, as a method to foster collaborative learning and improve its outcomes. The scope of this paper is to discuss peer rating towards two specific directions that usually are neglected in the CSCL field, namely: a) coaching of objective anonymous peer rating through a rubric, and b) provision of peer rating summary information during collaboration. The case study utilized an asynchronous CSCL tool with the two aforementioned capabilities. Initial results showed that peer rating, when anonymous, and guided, can be as reliable as off-line expert/teacher rating, with indications that this process can foster collaboration.

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“…Para tales situaciones, se podría diseñar algún tipo de mecanismo para guiar a los estudiantes en centrarse en los puntos críticos y participar en la práctica reflexiva (Chen, Wei, Wu, y Uden, 2009). Además de los profesores, las computadoras facilitan el aprendizaje de la investigación porque permiten la presentación de modelos y simulaciones (van Joolingen, de Jong, Lazonder, Savelsbergh, y Manlove, 2005).…”

Section: Introductionunclassified

“…Además de los profesores, las computadoras facilitan el aprendizaje de la investigación porque permiten la presentación de modelos y simulaciones (van Joolingen, de Jong, Lazonder, Savelsbergh, y Manlove, 2005). Por lo tanto, la tecnología podría utilizarse para apoyar la reflexión (por ejemplo, Chen, Kinshuk, Wei, y Liu, 2011, Chen et al, 2009, Hsieh, Jang, Hwang, y Chen, 2011Leijen et al, 2012).…”

Section: Introductionunclassified

Untitled

Kori¹,

Leijen²,

Mäeots³

2017

rev.electron.educ.pedagog

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Para citar este artículo /To reference this article /Para citar este artigoKori, K., Pedaste, M., Leijen, Ä., y Mäeots, M. (2017). Apoyando la Reflexión en el Aprendizaje Asistido por Tecnología. Revista Electrónica en Educación y Pedagogía, 1(1), 134-157. doi: http://dx.doi.org/10.15658/rev.electron.educ.pedagog17.09010109. Recibido: Julio 12 de 2017Resumen: La reflexión ha sido considerada como un proceso que conduce a un aprendizaje más profundo y a una estructura de conocimiento integrada. Varios estudios sostienen que la reflexión es más eficaz cuando reciben apoyo específico. El aprendizaje asistido por tecnología es reconocido como un facilitador efectivo que apoya el aprendizaje del estudiante. Este estudio, presenta una revisión de artículos de investigación que han introducido el tema del apoyo a la reflexión, en el contexto del aprendizaje asistido por tecnología en los últimos seis años (2007)(2008)(2009)(2010)(2011)(2012). Se distinguen tres tipos de soporte: herramientas técnicas, herramientas técnicas con orientación predefinida, y herramientas técnicas con interacción humana guiada. La mayoría de los artículos analizados se basaron en evidencia empírica sobre la efectividad del apoyo a la reflexión. Algunos artículos sólo dieron una discusión argumentativa para justificar como la reflexión debe ser apoyada. Se demostró que todos estos tipos de apoyo podrían tener un efecto positivo en la reflexión; Sin embargo, no todos los estudios encontraron efectos positivos.Palabras clave: Aprendizaje por consultas, aprendizaje asistido por tecnología, entornos de aprendizaje, reflexión de apoyo, revisión de literatura (palabras clave de los autores). Apoiando reflexão em aprendizagem assistido por tecnologiaResumo: A reflexão tem sido considerada como um processo que leva a uma aprendizagem mais profunda e a uma estrutura de conhecimento mais complexa e integrada. Vários estudos argumentam que a reflexão é mais efetiva quando tem suporte específico. Os ambientes de aprendizagem melhorados pela tecnologia têm sido reconhecidos como facilitadores efetivos que apoiam a aprendizagem dos alunos. Este estudo apresenta uma revisão de artigos que tem introduzido o tema do apoio à reflexão, no contexto da aprendizagem assistida pela tecnologia nos últimos seis anos (2007)(2008)(2009)(2010)(2011)(2012). São distinguidos três tipos de suporte: ferramentas técnicas, ferramentas técnicas com orientação pré-definida e ferramentas técnicas com orientação de interação humana guiada. A maioria dos artigos analisados se basearam em evidências empíricas sobre a efetividade do apoio à reflexão. Alguns artigos apenas deram uma discussão argumentativa para justificar como a reflexão deve ser apoiada. Foi demonstrado que todos estes tipos de apoio poderiam ter um efeito positivo na reflexão; no entanto, não todos os estudos encontraram efeito positivo. Palavras-chave:Aprendizagem inquérito, aprendizagem assistida por tecnologias, ambientes de aprendizagem, apoio reflexão, revisão da literatura (palavras-chave dos autores). INTR...

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Effects of high level prompts and peer assessment on online learners’ reflection levels

Cited by 142 publications

References 27 publications

Making Sense of Assessment Feedback in Higher Education

Making Sense of Assessment Feedback in Higher Education

Can Peers Rate Reliably as Experts in Small CSCL Groups?

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