Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

Ertmer, Peggy A.; Richardson, Jennifer; Belland, Brian R.; Camin, D.; Connolly, Patrick E.; Coulthard, Glen J.; Lei, Kimfong; Mong, Christopher

doi:10.1111/j.1083-6101.2007.00331.x

Cited by 201 publications

(172 citation statements)

References 13 publications

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“…The results of the content analysis showed that when students employed the role-play strategy to provide peer feedback, their comments were likely to identify problems, ask questions, and provide suggestions, in addition to showing support. Previous studies indicate that learners are least likely to identify problems in their peers' work when they are not being prompted to do so, or when they do not adopt a role-play strategy (Ching, 2014;Ching & Hsu, 2013b), due to cognitive and interpersonal reasons (e.g., Ertmer et al, 2007). Affirming previous findings in Ching (2014), the results of this study demonstrated that the use of the role-play strategy resulted in a high percentage of feedback entries containing problem identification.…”

Section: The Impact Of Role-playing On the Types Of Peer Feedback Promentioning

confidence: 99%

“…The issue of lacking psychological safety is commonly evidenced in peer review activities where students felt uncomfortable or anxious about critiquing other's work because they believed that critique may ruin the relationship (Ellison & Wu, 2008;Ertmer et al, 2007;Topping, Smith, Swanson, & Elliot, 2000). Anonymity has been used to improve psychological safety in the peer feedback activities, aiming to create an environment that students feel more comfortable to offer critical and constructive feedback.…”

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confidence: 99%

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Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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Peer feedback affords interaction and critical thinking opportunities for learners in online courses.However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners' positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers' work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries.In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners' interpersonal beliefs in peer-feedback activity and their feedback quality.

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Section: The Impact Of Role-playing On the Types Of Peer Feedback Promentioning

confidence: 99%

mentioning

confidence: 99%

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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“…Therefore, it is possible that the students were not prepared for higher quality discussions and there was a lack in effective guidance and stimulations of high-order thinking. The latter could potentially be supported via activities such as problems' creations and solutions (Tofade, Elsner, & Haines, 2013), situation-related topic discussions (Wang, Wen, & Rosé, 2016), feedback exchange among teachers and students (Ertmer et al, 2007), or assessment of discussion contributions (Klisc, McGill, & Hobbs, 2017), etc.…”

Section: Discussionmentioning

confidence: 99%

Exploring Students’ Engagement Patterns in SPOC Forums and their Association with Course Performance

Zhi

Pinkwart

Liu

et al. 2018

EURASIA J MATH SCI T

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With the popularity of Small Private Online Courses (SPOCs) in higher education, a plentiful of discussion data has been increasingly generated in SPOC forums. With 752 undergraduates' discussion posts, this study aims to investigate students' engagement patterns within SPOC forums in terms of engagement behaviors and emotions. Firstly, we designed a behavioral code rule to identify posting-and content-level behaviors, and examined their association with course performance. Secondly, we built an emotion lexicon including positivity, negativity and confusion word sets, and adopted an emotion calculation approach to visualize emotional evolutionary trends and to examine emotional differences in registration types and course performance. The results show that, (1) the high-performing group was more active in the most engagement behaviors except for interactive postings. (2) The registered group delivered more threads and wrote richer vocabulary in post content. (3) Whether students were registered for a course or not did not have a significant effect on their emotional expressions, but the registered group exhibited more confusion in forum interactions at the end of the semester. (4) Positive emotion was prevailing for the entire population. Furthermore, compared with the low-achieving group, the highperforming group had higher emotion densities in three types of emotions.

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“…Through this interactive process, learners collaboratively construct knowledge when they clarify their own thinking and gain multiple perspectives on a given issue, which enables the creation of more comprehensive and deeper understanding toward learning. (Ertmer, et al, 2007). When providing feedback, learners actively engage in articulating their evolving understanding of the subject matter (Liu & Carless, 2006).…”

Section: Rationale For Adopting Peer Feedbackmentioning

confidence: 99%

“…Feedback has been suggested as one of the crucial instructional components for improving knowledge and skill acquisition, and for motivating learning (Shute, 2008). The lack of feedback can impact students' learning adversely and it has been argued as a reason for students' withdrawing from online courses (Ertmer, et al, 2007). Some research findings suggested that feedback may be more important in online learning environments than in face-to-face learning environments (Lynch, 2002;Palloff & Pratt, 2001), due to the lack of regular face-to-face interaction in the former.…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

Cited by 201 publications

References 13 publications

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Exploring Students’ Engagement Patterns in SPOC Forums and their Association with Course Performance

IRRODL Volume 14, Number 5

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