Using peer feedback to improve learning via online peer assessment

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/108128

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/108128

Title:	Using peer feedback to improve learning via online peer assessment
Authors:	劉旨峯;Liu, Eric Zhi-Feng;Lee, Chun-Yi
Contributors:	文學院學習與教學研究所
Keywords:	College students;Content Analysis;Educational technology;Electronic Learning;Feedback;Feedback (Response);Foreign Countries;Graduate Students;Higher Education;Homework;Interviews;Learning;Learning Processes;Learning Strategies;Measures (Individuals);Motivation;Observation;Peer assessment;Peer Evaluation;Peer review;Program Effectiveness;Psychology;Reading Comprehension;Standardized Tests;Student behavior;Student Journals;Students;Taiwan;Teaching Methods
Date:	2013-01-01
Issue Date:	2026-04-23 14:36:55 (UTC+8)
Publisher:	Adapazari: Sakarya University
Abstract:	摘要： This study investigates the influence of various forms of peer observation and feedback on student learning. We recruited twelve graduate students enrolled in a course entitled, Statistics in Education and Psychology, at a university in northern Taiwan. Researchers adopted the case study method, and the course lasted for ten weeks. Students were first required to learn the content and complete homework assignments through online peer assessment activities. Data were collected from interviews and student journals for content analysis. The results demonstrate that the quality of feedback improved from the first peer assessment to the second; however, the amount of advanced feedback decreased. Although students adjusted their homework according to the feedback provided by their classmates, they did not fully accept this criticism. Students valued specific feedback more highly than scores; however, the desire to obtain high scores motivated many students to modify their papers. When students discovered that peer reviewers were unable to understand their work, they would rewrite it with more extensive explanations and adopt feedback to generate new ideas or research directions. Finally, the students made valuable modifications to their work with the help of feedback from others, and most of the students had a positive impression of peer observation after participating in online peer assessment activities. [PUBLICATION ABSTRACT] 出版者： Adapazari: Sakarya University 出版日期： 2013-01-01 出處： TOJET : the Turkish online journal of educational technology, 2013-01, Vol.12 (1), p.187 資源來源： ERIC - Full Text Only (Discovery) 版權： Copyright Sakarya University 2013 識別號： ISSN: 1303-6521 識別號： EISSN: 1303-6521
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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