Student Perceptions of Peer Evaluation in an Online RN-to-BSN Course

Kim‐Godwin, Yeoun Soo; Turrise, Stephanie; Lawson, Sarah; Scott, Melissa

doi:10.1097/nne.0000000000000519

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…They broadly agreed that teachers actively facilitated students to provide comments and feedback in the course. This is consistent with prior research underscoring the critical role of teacher in ensuring the effective implementation of online PA tasks (Kim-Godwin, Turrise, Lawson, & Scott, 2018).…”

Section: Students' Overall Perceptions Towards Online Peer Assessment Activitysupporting

confidence: 90%

“…Although several researches centered on examining motivation in web-based environments (Hoskins & Van Hoof, 2005;Jaggars, 2014;Lin et al, 2017;Song et al, 2004) and the validity and reliability of online PA (Kim-Godwin et al, 2018;Nguyen, 2017;Wang & Han, 2013), fewer studies have been done to delve into learners' individual psychological traits such as motivation in online PA activities. Of notable interest is a study by Tseng & Tsai (2010) who developed two questionnaires to understand students' self-efficacy and motivation in online PA environment and explore the relationship between two variables.…”

Section: Online Peer Assessment and Motivationmentioning

confidence: 99%

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Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Huynh¹,

Nguyen²

2019

Int. J. Appl. Linguist. Engl. Lit.

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Peer assessment (PA) has become as an influential educational tool in higher education for many years. However, there is little evidence about technology-facilitated PA in the field of Translation. Therefore, this study attempts to fill in the gap in the literature with an aim to scrutinize the students’ perceptions and motivation toward the adoption of a five-week online PA activity in a Translation course. The correlation between students’ intrinsic and extrinsic motivation and self-perceived skill enhancement is further explored. In order to gather research data, thirty-six third-year students were asked to respond to two questionnaires about the perceptions and motivation of online PA in a five-point Likert-type scale. Both quantitative and qualitative methods were used to analyze the collected data. A number of findings have been revealed by the end of the study. Firstly, the students exhibited a highly positive perception and a high level of motivation in participating in this online task. Secondly, throughout the activity, the participants valued intrinsic motivational factors more importantly than extrinsic ones. Thirdly, the findings highlighted that intrinsic motivation stood out to be the significant predictor of self-perceived translation skill improvement, whereas no statistically significant relationship between extrinsic motivation and a sense of skill enhancement suggested a negligible impact of external factors perceived by students. Potential implications for translation pedagogy and research are also included in the study. The results of this pioneering study, consequently, add to the scarce literature in the local translation landscape by proposing a possible alternative to the face-to-face peer assessment format as well as paving the way for future peer assessment practice and research in blended learning courses.

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Section: Students' Overall Perceptions Towards Online Peer Assessment Activitysupporting

confidence: 90%

Section: Online Peer Assessment and Motivationmentioning

confidence: 99%

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Huynh¹,

Nguyen²

2019

Int. J. Appl. Linguist. Engl. Lit.

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“…6 Similarly, in nursing education, barriers to effective peer review have been revealed in studies showing that students feel it is not their responsibility to assess their peers, they often dread peer-review assignments because of anxiety and lack of confidence in their peers' and their own evaluative abilities, and they do not recognize the value in participating in peer review. 7,8 The literature supports positioning students to provide high-quality feedback to their peers. Doing so encourages metacognitive reflection on the peer's work that is being reviewed as well as the reviewer's own work and how it meets performance standards.…”

mentioning

confidence: 99%

“…As a result, nurses report that it is not their responsibility to create feedback to support their peers, and they perceive the peer-review process as punitive and critical 6 . Similarly, in nursing education, barriers to effective peer review have been revealed in studies showing that students feel it is not their responsibility to assess their peers, they often dread peer-review assignments because of anxiety and lack of confidence in their peers' and their own evaluative abilities, and they do not recognize the value in participating in peer review 7,8 …”

mentioning

confidence: 99%

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

Tornwall

Xie

et al. 2020

Nurse Educ

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Background: Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. Purpose: The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers. Method: Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis. Results: Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback. Conclusion: Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.

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“…Of the 11 studies, two were qualitative and nine were quantitative. Teaching strategies included the use of service-learning (Breen & Robinson, 2019), audio video posts or audio feedback in discussion boards (Denson & Shurts, 2021; London, 2019), peer evaluation (Kim-Godwin et al, 2018), VoiceThread™ (Merriam & Hobba-Glose, 2021), and simulations (Turrise et al, 2020; Valdes et al, 2021). A scholarly writing tutorial (Riley, 2019) and sustainability in nursing learning module (Linton et al, 2020) were used as targeted interventions to enhance specific areas of skills or knowledge.…”

Section: Resultsmentioning

confidence: 99%

RN-to-BS Nursing Education Research: A Scoping Review

Ringhofer Brown,

Elliott,

Gipson

et al. 2024

Nurs Educ Perspect

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AIM The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. BACKGROUND The state of nursing education science specific to RN-to-BS education is not available. METHOD Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. RESULTS Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies (n = 11), curriculum (n = 9), enrollment/retention (n = 8), benefits of a bachelor’s degree (n = 4), student characteristics (n = 3), professional values (n = 2), role transition (n = 2), and faculty/student expectations (n = 2). CONCLUSION Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.

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Student Perceptions of Peer Evaluation in an Online RN-to-BSN Course

Cited by 5 publications

References 23 publications

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Peer Assessment in a Blended Translation Course: Students’ Perceptions, Motivation and their Self-perceived Translational Skill Development

Effects of Knowledge and Value on Quality of Supportive Peer Feedback

RN-to-BS Nursing Education Research: A Scoping Review

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