Blau and Caspi learned two things: first, that in general students felt that collaborating with partners improved the quality of drafts. On the other hand, the students mostly felt that their edits improved other people’s drafts, whereas other people’s edits worsened their own drafts. Blau and Caspi posit that a sense of ownership of the draft was pedagogically useful–that students’ perceptions of the overall quality of their work increased as they felt responsible for it. As a consequence, they conclude that the best way to reap the benefits of collaboration and psychological ownership of writing is to have students make suggestions to one another’s drafts, but not to edit one another’s writing directly.
Group items matching
in title, tags, annotations or urlProfHacker - The Chronicle of Higher Education - 205 views
Why Johnny Can't Search - a Response - 118 views
More professors using social media as teaching tools | Inside Higher Ed - 16 views
2More
Revisiting Extra Credit Policies | Faculty Focus - 3 views
6More
Creativity Becomes an Academic Discipline - NYTimes.com - 70 views
5More
AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views
Horizon Report -2014 Higher Ed Edition - NMC - 33 views
2More
Developing Questions for Critical Thinking - 206 views
Bloom's Digital Taxonomy and Web 2 Tools - Prezi by pip cleaves on Prezi - 77 views
7More
15 Surprising Discoveries About Learning - InformED : - 59 views
« First
‹ Previous
541 - 560 of 601
Next ›
Last »
Showing 20▼ items per page