Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system

Cho, Kwangsu; Schunn, Christian D.

doi:10.1016/j.compedu.2005.02.004

Cited by 388 publications

(278 citation statements)

References 11 publications

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“…A number of models have been developed to intelligently combine students' evaluations for the production of a more objective, more accurate assessment of their solutions. Cho and Schunn [8] developed a model to assess students' writing using peer reviews. Their system, called SWoRD (Scaffolded Writing and Rewriting in the Discipline), allows students to submit a paper, get it reviewed by peers, rewrite it based on the reviews, and submit it again.…”

Section: Evaluating Students' Answers In a Textual Formmentioning

confidence: 99%

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Sharipova

McCalla

2012

Intelligent Tutoring Systems

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Intelligent tutoring systems and computer-supported collaborative environments have been designed to enhance human learning in various domains. While a number of solid techniques have been developed in the Artificial Intelligence in Education (AIED) field to foster human learning in fundamental science domains, there is still a lack of evidence about how to support learning in so-called ill-defined domains that are characterized by the absence of formal domain theories, uncertainty about best solution strategies and teaching practices, and learners' answers represented through text and argumentation.This dissertation investigates how to support students' learning in the ill-defined domain of professional ethics through a computer-based learning system. More specifically, it examines how to support students in the analysis of case studies, which is a common pedagogical practice in the ethics domain.This dissertation describes our design considerations and a resulting system called Umka. In Umka learners analyze case studies individually and collaboratively that pose some ethical or professional dilemmas. Umka provides various types of support to learners in the analysis task. In the individual analysis it provides various kinds of feedback to arguments of learners based on predefined system knowledge. In the collaborative analysis Umka fosters learners' interactions and self-reflection through system suggestions and a specifically designed visualization. The system suggestions offer learners the chance to consider certain helpful arguments of their peers, or to interact with certain helpful peers. The visualization highlights similarities and differences between the learners' positions, and illustrates the learners' level of acceptance of each other's positions.This dissertation reports on a series of experiments in which we evaluated the effectiveness of Umka's support features, and suggests several research contributions.Through this work, it is shown that despite the ill-definedness of the ethics domain, and the consequent complications of text processing and domain modelling, it is possible to build effective tutoring systems for supporting students' learning in this domain. Moreover, the techniques developed through this research for the ethics domain can be readily expanded to other ill-defined domains, where argument, qualitative analysis, metacognition and interaction over case studies are key pedagogical practices.ii

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Section: Evaluating Students' Answers In a Textual Formmentioning

confidence: 99%

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Sharipova

McCalla

2012

Intelligent Tutoring Systems

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“…One of the most serious issues is to improve students' trust on peer reviewing. It is highly likely that students may not favor or have concern on peer review in part because experts/instructors are the most typical source of reviewing on student writing, and also in part because students are novices in their disciplines [5]. Consistently, several studies found that some students did not have a faith in peers' abilities as a reviewer and wanted for feedback from more authority figure such as lecturers [17] or they felt peer reviewers as competitors [16].…”

Section: Issues With Peer Reviewmentioning

confidence: 84%

“…Peer review of writing can provide student authors with valuable suggestions that can be used to improve weakness of the draft of writing in a timely manner [5]. To reviewers, this reviewing practice provides opportunities to criticize peers' work based on given criteria and therefore reviewers become more aware of the requirements of tasks and more responsible for their own learning.…”

Section: Peer Review Of Writingmentioning

confidence: 99%

“…In reality, however, learners do not always work collaboratively in collaborative learning environments [8] and sometimes they are emotionally charged and compete with each other [15]. This unfortunate situation is very likely to happen in reciprocal peer reviewing of writing, a special type of collaborative learning situations, where student writing is graded and commented by multiple peers instead of instructors [5].…”

Section: Introductionmentioning

confidence: 99%

“…The purpose of this study is to explore how student competition using the tit-for-tat strategy could be remedied with a minimum design change in order to support student to collaborate constructively in a computer supportedcollaborative learning system called SWoRD (Scaffolded Writing and Reviewing in the Discipline) [5], a reciprocal peer reviewing of writing system. We identified a factor for the tit-for-tat that causes learners to compete each other, and removed the factor from the interface.…”

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confidence: 99%

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Suppressing Competition in a Computer-Supported Collaborative Learning System

Cho

Kim

Human-Computer Interaction. HCI Applications and Services

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Abstract. The purpose of this study is to explore how student competition using the tit-for-tat strategy could be remedied with a minimum design change in order to support student to collaborate constructively in a computer supportedcollaborative learning system called SWoRD (Scaffolded Writing and Reviewing in the Discipline) [5], a reciprocal peer reviewing of writing system. We identified a factor for the tit-for-tat that causes learners to compete each other, and removed the factor from the interface. The results show when with the interface improvement the tit-for-tat strategy was restrained in the SWoRD system, which helped the learners constructively respond to peer comments.

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Language for Specific Purposes and Corpus‐based Pedagogy

Cotos¹

2017

The Handbook of Technology and Second Language Teaching and Learning

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This chapter describes how corpus-based pedagogies are used for teaching and learning language for specific purposes (LSP). Corpus linguistics (CL) refers to the study of large quantities of authentic language using computer-assisted methods, which form the basis for computer-assisted language learning (CALL) that uses corpora for reference, exploration, and interactive learning. The use of corpora as reference resources to create LSP materials is described. Direct student uses of corpora are illustrated by three approaches to data-driven learning (DDL) where students engage in hands-on explorations of texts. A combination of indirect and direct corpus applications is shown in an illustration of interactive CALL technologies, including an example of an inclusive corpus-based tool for genre-based writing pedagogy. The chapter concludes with potential prospects for future developments in LSP. AbstractThis chapter describes how corpus-based pedagogies are used for teaching and learning language for specific purposes (LSP). Corpus linguistics (CL) refers to the study of large quantities of authentic language using computer-assisted methods, which form the basis for computer-assisted language learning (CALL) that uses corpora for reference, exploration, and interactive learning. The use of corpora as reference resources to create LSP materials is described. Direct student uses of corpora are illustrated by three approaches to data-driven learning (DDL) where students engage in hands-on explorations of texts. A combination of indirect and direct corpus applications is shown in an illustration of interactive CALL technologies, including an example of an inclusive corpus-based tool for genre-based writing pedagogy. The chapter concludes with potential prospects for future developments in LSP.

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Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system

Cited by 388 publications

References 11 publications

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Suppressing Competition in a Computer-Supported Collaborative Learning System

Language for Specific Purposes and Corpus‐based Pedagogy

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