Leveraging new media skills in a peer feedback tool

Wasson, Barbara; Vold, Vibeke

doi:10.1016/j.iheduc.2011.10.002

Cited by 12 publications

(8 citation statements)

References 32 publications

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“…Technology has a high impact on Peer Assessment practice. Coordinating Peer Assessment activities using the available technological platforms could save plenty of teaching time (Wasson and Vibeke 2012). These used technological tools could provide student writers with the opportunities to easily publish their work online, share their texts with peers and view the quantitative analyses of the shared texts using plenty of web-based learning tools (Yuan et al 2016).…”

Section: Technology and Peer Assessment Practicementioning

confidence: 99%

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Zaky

2021

SN Soc Sci

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Peer Assessment has received the lion's share of attention in recent composition studies. It is a teaching strategy used to raise the bars by exposing compositionists to a new teaching perspective to enhance their classrooms' collaborative writing use. The purpose of this quantitative study is to investigate undergraduate student writers' (assessors/assessees) perceptions regarding the factors (Gender/Used Technology/Technology skills/Peer Assessment Preferences/Age) directing their satisfaction of Peer Assessment's use in terms of their learning styles in Online Composition classes. Survey responses were collected from 149 Composition students in a Public Health College of a private university in New York City. The results indicate a statistically significant strong positive correlation between students' perceptions of Peer Assessment used in English writing classes and their learning styles in the online environment. However, participants' intrapersonal learning styles formulate the highest correlation with their perceptions. There is a statistically significant relationship between students' perceptions of Peer Assessment and their preferences for feedback in the various language areas. An increase in students' perception of receiving peer feedback on the quality of ideas, the flow of ideas, vocabulary, mechanics, and grammar, in that order, strongly led to an increase in their Peer Assessment perception. Students' perceptions of their technology skills statistically significantly predict their perceptions of using Peer Assessment in online writing classes. Nevertheless, the findings revealed no differences based on gender and age. Implications of these relationships are discussed.

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Section: Technology and Peer Assessment Practicementioning

confidence: 99%

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Zaky

2021

SN Soc Sci

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“…Constructivism defines learning as a process of active knowledge construction rather than passive understanding acquisition, advocating that knowledge is constructed by the participants instead of being transmitted by a particular knowledge authority (Duffy & Cunningham, 1996;Jonassen, 1999;Wasson & Vold, 2012). Meanwhile, the learning process requires active participation, unlike the traditional view of education, which paid more attention to the role of the teacher.…”

Section: Blogs Education and Constructivist Theorymentioning

confidence: 99%

“…Pupils' personal or group writing practices on blogs can entrench what they have learned in the classroom, and some pupils may change their learning attitude from being a 'knowledge recipient' to an 'independent learner' in order to gather more supportive information to complete their posts. Pupils can feel empowered and responsible for what they write, as their articles will go public and receive other readers' complimentary or critical feedback (Kang et al, 2011;Wasson & Vold, 2012). Moreover, on a psychological level, related research indicates that some individuals perform better on their blogs than they do in the classroom because they develop a higher public self-awareness in order to keep up their public appearance and image, with the underlying intention of maintaining a good online reputation in public when posting (Guadagno et al, 2007).…”

Section: Blogs and The Reflective Learning Processmentioning

confidence: 99%

“…Besides, an enormous amount of resources (news reports, academic articles, photographs, video and audio clips) can be uploaded to blogs as supplementary materials for further study, and contextualise what students have learnt during class with ICT aids in the virtual world. Moreover, many studies (Klein, 1999, p. 216;Ferdinand, 2000, p. 6;Soares, 2008;Stefanone & Jang, 2008;Top, 2012;Wasson & Vold, 2012) have indicated that ICT can promote a participatory culture, peer collaboration, a sense of democracy and community involvement, which matches the essence of CE. Therefore, this article seeks to demonstrate the theoretical interconnection between blogging and CE, and how to merge blogging properly into education in order to facilitate teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Weblogs in Citizenship Education: A Theoretical Analysis of the Integration of Weblogs and the English Citizenship Curriculum

Hung

2014

E-Learning and Digital Media

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New technologies have changed the way people perceive the world as well as access to knowledge. The ubiquitous influence of the Internet has also impacted traditional teaching in schools. According to existing studies, the weblog, or blog, is one of the most commonly applied new technologies in teaching due to its ability to allow a combination of text, photographs, videos and discussion forums on an interactive platform. Its influence is particularly keenly felt in language teaching, distance learning and natural science education. However, its use in the humanities, including history, geography and citizenship education, is relatively unexplored. The author discerns a strong connection between weblogs and citizenship education, and argues that they share the mutual objectives of transmitting knowledge, enhancing deliberative interaction, and cultivating participation and contribution, as well as generating a sense of community. While citizenship education is widely included in school timetables across countries to stave off social apathy and reverse the trend of ever declining participation in public affairs, the nature of blogging can be an effective tool to encourage information-sharing and opinion exchange between pupils as well as teachers, which may further stimulate participation and confidence in schools, the community and the larger society, and transform the acquired civic knowledge in class into real-life experience. This article investigates this issue by means of theoretical analysis and, in order to facilitate understanding, the author uses the English citizenship curriculum as an example to contextualise the theoretical arguments and demonstrate the integrative potential of the subject and this technological device. Not only are the advantages proposed in the research, but also possible disadvantages are illustrated, in order to bring additional attention to the detrimental effects that the new technology may have.

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“…When deployed with best practices, peer feedback in MOOCs has been found to be highly effective (Comer & White, 2016). By engaging in giving and receiving feedback, students became more aware of their own learning and the learning of others around them (Wasson & Vold, 2012). Engaging in peer review typically involves critical thinking and the implementation of higher order cognitive skills, such as argumentation and reasoning (Yurdabakan, 2016;Usher & Barak, 2017).…”

Section: Introductionmentioning

confidence: 99%

Quality of Peer Feedback in relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs

Elizondo-Garcia¹,

Schunn²,

Córdova³

2019

INT J INSTRUCTION

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Peer feedback has become a common practice in MOOCs for its capacity to scale formative assessment and feedback on higher-order abilities. Though many practices for improving peer assessment have been examined, there is a lack of knowledge of how instructional design and platform features affect the quality of peer assessment and the relative frequency of different types of peer feedback comments. This study aimed to improve understanding of the relationship between quality of feedback and peer-feedback' pedagogical design. Peer feedback instructional design and peer feedback comment data were examined from two MOOCS in a similar domain of personal relevance but with substantially different designs. Country of origin of the feedback provider was also examined to control for cultural/linguistic effects. Differences between the two courses were observed in both the pedagogical designs and in the focus of peer comments, suggesting that peer feedback design is an important guide for the focus of peer feedback comments. Furthermore, the results support the idea that instructional design features, mainly the guide' structure and focus, determine the type of comments that participants will produce and hence receive.

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Leveraging new media skills in a peer feedback tool

Cited by 12 publications

References 32 publications

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

Peer Assessment for teaching quality of online writing classes in higher education: investigating learning styles’ impact

The Use of Weblogs in Citizenship Education: A Theoretical Analysis of the Integration of Weblogs and the English Citizenship Curriculum

Quality of Peer Feedback in relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs

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