Group items tagged better - Technology and Learning Program at CSU Chico

15 Lesson Plans For Making Students Better Online Researchers - Edudemic - 0 views

edudemic.com/...ents-better-online-researchers

research google lesson plans search edtech educhat Education lessonplans

shared by Ann Steckel on 03 Dec 12 - No Cached

Charts in Press Releases enable Journalists and Bloggers to tell better stories | iCharts - 0 views

www.icharts.net/...d-bloggers-tell-better-stories

iCharts blogs visuals Graphics charts

shared by Ann Steckel on 30 Jan 12 - No Cached

America Magazine - How to Build a Better Student - 0 views

www.americamagazine.org/...article.cfm

magazine america how to better student

shared by Ann Steckel on 09 May 11 - No Cached

Could We Be Doing Better with Our Assignments? | Faculty Focus - 1 views

www.facultyfocus.com/...better-assignments

assignments assessment

shared by Marjorie Shepard on 20 Oct 14 - No Cached

Marjorie Shepard on 20 Oct 14

An open exchange of ideas among faculty of creative approaches for assessing learning other than traditional research paper.

<div class="cArrow"> </div><div class="cContentInner">An open exchange of ideas among faculty of creative approaches for assessing learning other than traditional research paper. </div>

...

Cancel

Blogs Aren't Better Than Journal Assignments. They're Just Different. - Wired Campus - ... - 0 views

chronicle.com/...56359

edtech teaching technology online online education higher education journal blogs reflection

shared by Jim Aird on 14 Apr 15 - No Cached

Jim Aird on 14 Apr 15

Blogs or Journals?? It depends on the kind of reflection you are looking for.

<div class="cArrow"> </div><div class="cContentInner">Blogs or Journals?? It depends on the kind of reflection you are looking for.</div>

...

Cancel

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.318&rep=rep1&type=pdf - 0 views

citeseerx.ist.psu.edu/...download

shared by Marjorie Shepard on 03 Dec 15 - No Cached

Marjorie Shepard on 03 Dec 15

The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instruction- were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review.

<div class="cArrow"> </div><div class="cContentInner">The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instruction- were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review. </div>

...

Cancel