Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course

Hsia, Lu‐Ho; Huang, Iwen; Hwang, Gwo‐Jen

doi:10.1016/j.compedu.2016.02.004

Cited by 146 publications

(79 citation statements)

References 42 publications

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“…The present study had several implications for practitioners and researchers. First, peer assessment is a very effective strategy that can be adopted in both small scale courses (Hsia et al, 2016) and massive open online courses (MOOCs; Formanek, Wenger, Buxner, Impey, & Sonam, 2017). In order to achieve better peer assessment results, teachers and practitioners should design peer assessment activities based on the following six components, namely subjects, objects, tools, rules, criteria, and division of labor.…”

Section: Discussionmentioning

confidence: 99%

“…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%

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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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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Technology-Supported Peer Assessment Research

Zheng

Chen

Cui

et al. 2019

IRRODL

View full text Add to dashboard Cite

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“…A study by Vancouver, More, and Yoder () found a positive association between self‐efficacy and motivation in undergraduate students in higher education. Other studies have found a positive correlation between student motivation to learn and academic self‐efficacy in nursing students (Hassankhani, Aghdam, Rahmani, & Mohammadpoorfard, ), dance students (Hsia, Huang, & Hwang, ), and medical students (Artino, La Rochelle, & Durning, ). Similarly, Chang et al.…”

Section: Introductionmentioning

confidence: 93%

An Examination of College Students' Problem‐Solving Self‐Efficacy, Academic Self‐Efficacy, Motivation, Test Performance, and Expected Grade in Introductory‐Level Economics Courses

Salazar

Hayward

2018

Decision Sci J Innov Edu

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This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.

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“…The concept of perceived self-efficacy is highly related to cognitive motivation (Bandura, 1989;Hsia, Huang, & Hwang, 2016), digital or ICT literacy (Prior, Mazanov, Meacheam, Heaslip, & Hanson, 2016;Rohatgi, Scherer, & Hatlevik, 2016), creativity (Chang, Wang, & Lee, 2016), and critical thinking (Gloudemans, Schalk, & Reynaert, 2013). In the series of his work, Bandura (1989) proposed four essential antecedents to promote self-efficacy, which are enactive mastery, vicarious modeling, verbal persuasion, and sense of arousal (Bandura, 1982(Bandura, , 1989(Bandura, , 1986.…”

Section: Perceived Self-efficacymentioning

confidence: 99%

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

Lin

Chiu

2019

EURASIA J MATH SCI T

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This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.

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Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course

Cited by 146 publications

References 42 publications

A Systematic Review of Technology-Supported Peer Assessment Research

A Systematic Review of Technology-Supported Peer Assessment Research

An Examination of College Students' Problem‐Solving Self‐Efficacy, Academic Self‐Efficacy, Motivation, Test Performance, and Expected Grade in Introductory‐Level Economics Courses

Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

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