Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
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shared by Diane Gusa on 01 Jul 11
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ScienceDirect - Educational Research Review : Peer assessment for learning from a socia... - 0 views
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Peer assessment review variables social learning interpersonal influence
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Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
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Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
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. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
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Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole.
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Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
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although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies.
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Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
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Quality Matters Program | - 0 views
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There are three primary components in the Quality Matters Program: The QM Rubric, the Peer Review Process and QM Professional Development. If you are new to QM and wish to learn more, download the Overview and Introduction Presentation and Guide.
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"Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning. "
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A few suggestions on peer review | The Incidental Economist - 0 views
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Overview: Using Student Peer Review | OER Commons - 1 views
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TEACHING PEER REVIEW AND THE PROCESS OF SCIENTIFIC WRITING | Advances in Physiology Edu... - 0 views
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improved grades, much higher quality in the final manuscript,
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reducing instructor workload
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e graded on the quality of their reviews, not on the reviews their papers received
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Can You Hear Us Now?: A comparison of peer review quality when students give audio vers... - 0 views
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Effective Peer Review: Leveraging the Learning Management System « Authentic ... - 2 views
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Student peer assessment - 0 views
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By judging the work of others, students gain insight into their own performance
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An important role for self and peer assessment is providing additional feedback from peers while allowing teachers to assess individual students less, but better
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Sloan-C - Publications - Journal: JALN - 0 views
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The aim of the Journal of Asynchronous Learning Networks is to describe original work in asynchronous learning networks (ALN), including experimental results. Our mission is to provide practitioners in online education with knowledge about the very best research in online learning. Papers emphasizing results, backed by data are the norm. Occasionally, papers reviewing broad areas are published, including critical reviews of thematic areas. Papers useful to administrators are welcome. Entire issues are published from time-to-time around single topic or disciplinary areas. The Journal adheres to traditional standards of double-blind peer review, and authors are encouraged to provide quantitative data; currently JALN's acceptance rate is 25%. The original objective of the Journal was to establish ALN as a field by publishing articles from authoritative and reliable sources. The Journal is now a major resource for knowledge about online learning.
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This jounal is a major resource for knowlege about online learning.
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How Will Crowdsourcing Revolutionize Academic Peer Reviews? - Daily Crowdsource - 0 views
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Thus, the peer review process could be on its way to the next step: becoming truly crowdsourced using the Internet, and more specifically, a tool like Google, to effectively critique new work published by academic authors.
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shared by alexandra m. pickett on 17 Jul 13
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JOLT - Journal of Online Learning and Teaching - 0 views
jolt.merlot.org/...chan_0912.htm
voicethread study amultimedia asynchronous tool module 4 assignment
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In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
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Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
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Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0 2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6
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Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
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Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
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Learning Online Learning - 2 views
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Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
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Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
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In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
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On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
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I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
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It feels real.
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Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
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Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
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, I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
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guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
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I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
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I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
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detach themselves
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Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
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Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
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I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
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Given the opportunity, the learners are more likely to express their true selves on consistent basis.
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I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
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Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger... - 0 views
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hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
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“people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
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are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
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artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
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they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
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Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
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learners in employment bring a different set of needs, strategies and motivations to the learning process.
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frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
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Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
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Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
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Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.
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“Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
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It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning.
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This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
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(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
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develop a mental model of the content structure and navigation system in order to find his/her way around
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engage with the learning materials, readings, activities and assessments that make up a programme of study
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undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
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Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out.
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actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
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Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
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Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
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In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
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The one area where something may be done to reduce attrition is in the early stages of an online course.
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Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course. Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.
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Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
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The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
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Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.