Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching, Yu‐Hui; Hsu, Yu-Chang

doi:10.19173/irrodl.v17i2.2221

Cited by 17 publications

(14 citation statements)

References 41 publications

(40 reference statements)

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“…From the identifications of both strengths and weaknesses in their own texts as well as the reflection on suggested concrete ideas to produce better pieces of work, they broaden and deepen their own thinking (Ebadi & Rahimi, 2018). The development of reflective thinking among e-PF receivers is facilitated when they reflect on their peers' suggestions and make decisions on whether accepting or rejecting these revisions (Ching & Hsu, 2016;Novakovich, 2016). On the other hand, not all students place trust in the ways their peers evaluate their work (Kaufman & Schunn, 2011), particularly in CHC contexts where teachers' comments are more valued.…”

Section: E-peer Feedback and Reflective Thinkingmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

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Section: E-peer Feedback and Reflective Thinkingmentioning

confidence: 99%

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

et al. 2020

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“…Applying peer assessment can engage learners in providing constructive comments for peers and improving their own works, making peer assessment a meaningful assessment model (Topping, 2017). Moreover, there are theoretical and empirical evidences of the positive effects of peer assessment on higher-order thinking skills (Topping, 2017), social skills (Ching & Hsu, 2016), learning motivations (Hsia, Huang, & Hwang, 2016), and learning outcomes (Zheng, Chen, Li, & Huang, 2016). Due to rapid technological advancement, the implementation of technology-supported peer assessment is becoming more and more effective (Yu & Wu, 2011).…”

Section: Introductionmentioning

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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“…As it happens avatars do not have past or future relationships, only the current exist. Research [12] confirms that peer pressure may decrease.…”

Section: Peer Review In a Gamebased Learning Environmentmentioning

confidence: 73%

“…Comfort, confidence and trust are typically encouraged in a community, but this conflicts with anonymity of those involved. In literature and discussion about gamification in education [12,13,14], we searched for a solution. We learned that various game mechanisms may encourage interaction, incentivise debate playfully, support comfort, demonstrate progress and increase confidence.…”

Section: Peer Review In a Gamebased Learning Environmentmentioning

confidence: 99%

Increasing the Effect of Peer Review

Gordijn¹,

Broekhans

Dunn³

et al. 2018

ICERI2018 Proceedings

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Peer review is increasingly used in higher education, also at Delft University of Technology. Unfortunately, the potential of student-student feedback often appears to be undervalued, making it less effective. The quality of the reviews is not as good and they are less constructive than expected. Moreover, not all students take giving and or receiving feedback serious. Since 2005 the peer review process in the course Preparation Master Thesis has been continuously developing with the aim to increase the contribution of constructive feedback to the learning process. In the course students learn the essential academic skills to write a research proposal. More than 1200 students have participated so far. Our objective is to support students in developing a suitable and feasible research design. For intermediary feedback on drafts and formative assessment, peer review (PR) is an essential element of this course. In the first years of the course the PR procedure was similar as well known in academic and other professional circles: students received collegial informal peer review of their ideas in class, and a more formal written peer review of the full draft of the deliverable. From 2012 the course was also offered fully online. Without class meetings, and far less student-teacher interaction the peer review procedure became more critical for the students' learning experience, since informal interaction was hardly arranged. Continuous evaluation led to adaptation of the peer review process in the course. In this paper we reflect on the improvements that we have made over the years:-to consider feedback seriously: rebut and asses the reviews-to learn how to give constructive feedback: introduce a repeated review process, evaluating the reviews and assessing the rebuttal-to structure feedback: using an assessment form, later a rubric-to reduce peer pressure: using an anonymous review-to improve trust, confidence and comfort: experiments with peer groups Based on the most recent lessons learned we will discuss our latest project integrating the peer review process in a game-based learning environment. Based on the data and experience from the previous course runs we assume that game incentives will improve learning results as students are encouraged to engage in the interactive peer review process and further their professional behaviour giving constructive feedback. We aim to make this into an adaptable learning format for any programme that wishes to adopt a similar approach to increase the learning experience and effect of peer review.

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Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Cited by 17 publications

References 41 publications

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

A Systematic Review of Technology-Supported Peer Assessment Research

Increasing the Effect of Peer Review

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