Effects of feedback on collaborative writing in an online learning environment

Guasch, Teresa; Espasa, Anna; Valdivia, Ibis Marlene Álvarez; Kirschner, Paul A.

doi:10.1080/01587919.2013.835772

Cited by 60 publications

(50 citation statements)

References 43 publications

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“…Therefore it would be interesting to carry out similar research with a larger sample made up of different types of courses. On the other hand, taking into account the feedback conceptualisation proposed by Nicol (2011), other dimensions which define the feedback process could be analysed; for example, the forms of feedback proposed by Guasch et al (2013): corrective, suggestive, epistemic, and informative and to analyse in-depth the consequences of the feedback provided through longitudinal studies.…”

Section: Discussionmentioning

confidence: 99%

Written peer-feedback to enhance students’ current and future learning

Ion

Barrera-Corominas

Tomàs-Folch

2016

Int J Educ Technol High Educ

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Spanish universities are engaged in the implementation of the European Higher Education Area (EHEA). This process implies the use of the most effective instructional designs and methodologies in order to achieve deep learning, increase student involvement in their own development, and professional and personalgreater autonomy in the construction of knowledge. Peer-feedback is an effective strategy to reach such requirements. The study aimed to analyze the type of feedback students provide in peer-assessment in group work projects and to investigate students' perception towards peer-assessment for the improvement of the learning process. The methods were mixed. A semantic analysis of the type of feedback was conducted. A total of 637 feedback units were analysed according to the guidelines developed in the project. In addition, questionnaires to students and teachers involved in the experience were administrated. The results demonstrate that the great majority of feedback offered by students was related to task development, followed by feedback regarding the motivational aspects of the process and finally the structural and formal aspects of the writing. At the end of the process, both teachers and students declared that the feedback received helped them to better develop the task and support them in future learning.

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Section: Discussionmentioning

confidence: 99%

Written peer-feedback to enhance students’ current and future learning

Ion

Barrera-Corominas

Tomàs-Folch

2016

Int J Educ Technol High Educ

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“…Previous research (Ertmer et al, 2007;Filius et al, 2018a;Gikandi & Morrow, 2016;O'Shea, Stone, & Delahunty, 2015) suggests that peer feedback by dialogues assists in solving challenges of instructors in SPOCs to achieve deep learning. In this study we follow Duijnhouwer's definition of feedback, which is "information provided by Peer feedback is the most common feedback, after instructor feedback (Guasch, Espasa, Alvarez, & Kirschner, 2013). Nicol, Thomson, and Breslin (2014) define peer feedback as an arrangement whereby students evaluate and make judgments about the work of their peers and write comments.…”

Section: Introductionmentioning

confidence: 99%

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Filius

Kleijn

Uijl

et al. 2018

Computers & Education

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A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

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“…The feedback process can also be undertaken by students and is not only an individual activity, in that peer feedback during the e-assessment process has some benefits for students as stated by Guasch et al (2013) and Cheng et al (2015), reinforcing a kind of feedback that provides a positive feeling or recognition of the work and suggestive feedback provided by peers are most useful for subsequent learning. In some cases, this type of feedback can be seen as equivalent to instructor feedback in terms of reliability and value.…”

mentioning

confidence: 99%

E-assessment process: giving a voice to online learners

Fontanillas

Carbonell

Catasús

2016

Int J Educ Technol High Educ

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Considering the expansion of active pedagogies that consider the student as the centre of the teaching and learning process, their role during the assessment process cannot be overlooked. That implies a change in the teacher's role from a communicator of the student's mark to an open system in which teachers and students get involved in the learning process and develop online assessment skills. From a description of a concrete experience of continuous e-assessment in a subject at the UOC, this paper explores the advantages of the active role of students in the e-assessment of competency acquisition. In this subject, the student is assessed, using a project based learning methodology, from two dimensions provided by continuous assessment: on the one hand, the assessment of the process followed during the development of the activities based on the outcomes of each phase of the projects and process monitoring and, on the other hand, the assessment of the final outcome. Hence, students participate in both the assessment of the process and the final outcome. The process assessment, developed in the framework of teamwork, is produced in a self-assessment process in which both the student and peer participation in a work group are analysed, thereby developing a dynamic peerassessment. In addition, a process of reflection regarding teamwork is carried out at the end of each phase of the project, based on an interactive process among the members of the group. The evaluation of the results focuses on an interactive assessment based on the analysis of the projects developed by other groups at the final stage of the subject. In order to analyse the students' perception about the e-assessment methodology and their role during this process, a quantitative and online questionnaire was designed and administered at the final stage of the course. The results revealed a high level of satisfaction with the e-assessment activities of the course and an improvement of the learning process.

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Effects of feedback on collaborative writing in an online learning environment

Cited by 60 publications

References 43 publications

Written peer-feedback to enhance students’ current and future learning

Written peer-feedback to enhance students’ current and future learning

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

E-assessment process: giving a voice to online learners

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