Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective

Wei, Wei; Cheong, Choo Mui; Zhu, Xinhua; Lu, Qi

doi:10.1080/13562517.2022.2042242

Cited by 11 publications

(1 citation statement)

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“…This finding can be viewed from multiple perspectives. Firstly, students with low self-efficacy may encounter more difficulties in interacting with peers and instructors in an online learning environment, as their beliefs about language learning have been linked to teacher-centered approaches in faceto-face contexts [18,44]. For instance, Zhang et al [18] argued that MOOC participants who engage in online discussions in large groups may not experience better learning outcomes than those who engage in synchronous paired discussions.…”

Section: Plos Onementioning

confidence: 99%

Effective interactive engagement strategies for MOOC forum discussion: A self-efficacy perspective

Wei,

Liu,

et al. 2023

PLoS ONE

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This mixed methods sequential explanatory study identified and explained the features of engagement strategies for MOOC forum discussion that help low-achieving students make significant progress. Triangulated data were collected from MOOC learners’ (n = 335) scores in two reading assessments, their posts to the embedded online discussion forum, and their self-reflection learning journals. Based on learning progress between pre- and post-assessment tasks, MOOC learners are divided into three groups: 1) little, 2) moderate, and 3) significant progress. According to a statistical analysis of the quantified posts, surprisingly, the low-scoring students from the pre-test who demonstrated significant progress later engaged in significantly fewer peer-peer and peer-teacher interactions in the online discussion forum. Guided by self-efficacy literature, the reflective journals of these learners suggested that 1) learner-content interactions may help them advance learning and obtain new information and linguistic knowledge from the peer-made learning materials in the discussion forum; 2) they did not share and exchange ideas and answers with their peers. Instead, they prefer learning from others’ discussions and wish to get quick feedback and suggestions on their contributions to the discussion forum; and 3) peer-peer and peer-teacher interactions were proposed as two solutions to regulate their online learning experience as they lack self-discipline and time-management skills. Implications include teachers’ continuous support to encourage low-achieving students to learn peer-generated content and quick feedback on their contributions to the discussion forum.

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Section: Plos Onementioning

confidence: 99%