Anonymous peer assessment increases level of criticality and number of suggestions

Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication.

Authors:     Howard, Craig D.¹
Barrett, Andrew F.¹
Frick, Theodore W.¹

Source:       Journal of Educational Computing Research; 2010, Vol. 43 Issue 1, p89-112, 24p, 2 Black and White Photographs, 4 Charts

Abstract:    In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes (n = 35) whereas providers and recipients of peer feedback were identified by their real names in three other classes (n = 37). Computer-mediated discourse analysis methods (Herring, 2004) were used to code student written comments according to substance and tone of feedback. Next, we estimated likelihoods of specific feedback patterns through Analysis of Patterns in Time (Frick, 1990). Results indicated that students who were anonymous were approximately five times more likely to provide substantively critical feedback than were those whose identities were known to their recipients. When feedback was given anonymously, students were approximately four times more likely to provide reasons for needed improvement to a website, and then to suggest design alternatives. In light of advantages afforded by this form of pseudonymity, we conclude with a discussion of pedagogical prescriptions for supporting learners' production of feedback. [ABSTRACT FROM AUTHOR]

                   

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52242842&site=ehost-live

                   

                   

Database:   Education Research Complete

Department:	MidWestern American Uni
Class/Course:	Technology Course
Students:	35 (level not given)
Technology:	Wiki with anonymous comment tool
Assessment Activities:	Peer evaluation
Efficiencies:	This was an experiment based study looking at the effects of allowing comments from peer review.
Learning Gains:	Comments left anonymously were more likely to leave feedback, were more critical but also were 4X more likely to leave suggestions for improvements.

Issues

Students sometimes did leave “unwarranted negative comments”

All students knew that staff could use the system could identify them. So there was not complete anonymity

Posted via email from abstractrabbit (Jim Turner) posterous

Example of blog used as learning portfolio

Introduction and Development of a Blog-Based Teaching Portfolio: A Case Study in a Pre-Service Teacher Education Programme.

Authors:     Tang, Eunice¹

Source:       International Journal of Learning; 2009, Vol. 16 Issue 8, p89-100, 12p, 3 Charts, 6 Graphs

Abstract:    In this presentation, a blog-based e-learning environment and learning community for preservice language teachers will be introduced. After 2 years of development, Platforms for Language Teacher Education (PLaTE) is set up with the aims of providing academic and professional support to students, graduates and teaching professionals through a variety of online reference and learning tools. PLaTE includes: 1.databases of self-developed teaching and learning materials and videos of exemplar teaching, available at English Teacher Education on the Net (ETENet) and Chinese Teacher Education on the Net (CTENet); 2.online platforms for exchanges of insights on current issues of language teaching, available at Netter and Bo Yu; and, 3.blog-based teaching portfolios of students. The blog-based Teaching Portfolio was first introduced to Year 3 and Year 4 BEd. in Language Education (English) undergraduate students at the Faculty of Education, The Chinese University of Hong Kong in the academic year 2007-2008. The aim of setting up the blog is to promote reflective, collaborative and dialogic environment for academic and professional development. Student teachers were expected to take active participation in the blog during their practicum to upload their lesson plans, reflections and video-taped lessons, initiate discussion and exchange views. An end of practicum survey showed that the new initiative was well-received and supported by the students. In this presentation, we will present: 1.the objectives and design of PLaTE ; 2.results of the survey on blog-based Teaching Portfolio; and, 3.the pedagogical implications of blog-based Teaching Portfolio. [ABSTRACT FROM AUTHOR]

                   

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=47479342&site=ehost-live

                   

                   

Database:   Education Research Complete

Department:	Chinese University of Hong Kong
Class/Course:	Language Teachers
Students:	105 preservice language teachers, years 3-4 BEd
Technology:	Blog (teaching portfolio) + Learning Resources
Assessment Activities:	20% of final mark on blog activity
Efficiencies:	This is an enhancement rather than focused on efficiency
Learning Gains:	Results were ‘well received’ by students Students self reported a rise in reflection skills

Purpose

To:

Promote reflection

Collaborative + dialogue discussion

Upload lesson plans – reflections + videos of lessons – then discuss

Research method

The Intervention

Students uploaded various items over the year to the blog. They were encouraged to interact and comment on each others (details of this are not included)

Issues

Students complained about the workload, they had not been asked to do this type of activity on any other module.

Some issues in students using the blog tool

Example of podcasts created by pairs of staff members rather than individually

Podcasting to support students using a business simulation

Audio or video podcasts can be a useful tool to supplement practical exercises such as business simulations. In this paper, we discuss a case study in which different types of podcast were utilised to support the delivery of a course in international business. The students work in groups and run a fictional company using business simulation software, which gives them the opportunity to evaluate their decision making skills. A number of podcasts were used as reusable learning objects for different student cohorts. Faculty members produced visually enhanced audio podcasts offering tutor discussions of key elements of the computer-assisted business simulation used by the students. The podcasts were made available via the virtual learning environment (Blackboard Vista), as well as for subscription by web browser-based RSS readers, such as Google and downloadable RSS readers, such as iTunes. Our evaluation of this approach to using podcasts takes into account pedagogic and technical issues. Firstly, faculty members involved in this case study were interviewed to obtain their views and experiences on the process of producing podcasts as well as the suitability of podcasts to support their teaching. Secondly, students were surveyed and interviewed about the value of the podcasts and the way in which they were used. This work is on-going and initial informal student feedback indicates that the podcasts engaged the students and supported their understanding of the international business module. This paper presents a snapshot of the current findings which generally support the value of this innovative way of using podcasting for learning and teaching.

ISSN:1479-4403 Reference: Gorra, A., Finlay, J. (2009) Podcasting to Support Students Using a Business Simulation. Electronic Journal of e-Learning, 7 (3) December, pp.203-211. Item type:Journal article Published status:Published Official URI:http://www.ejel.org/volume7/issue3 Refereed status:Refereed Deposited on:30th June 2011, 17:06 Author:Andrea Gorra; Janet Finlay Publisher:Management Centre International Limited Deposited by:Nick Sheppard Linked Resource:

Podcasting to support students using a business simulation

Department:	Leeds Met
Class/Course:	Business Studies (International)
Students:	2nd years to start with expanding to all 2 years (700) students in total
Technology:	Media Enhanced Podcasts
Assessment Activities:	Not stated
Efficiencies:	This is an enhancement rather than focused on efficiency
Learning Gains:	Flexibility in delivery – students could extend study beyond classroom activity Greater range of methods of delivery Podcasts were created in teams of 2 by staff, this proved useful in connecting staff and sharing ideas

Purpose

To support a classroom based business simulation games by demonstrating how the game connects with theory. Extend learning beyond classroom

Research method
Interviews with staff. Survey of all students + focus group with 10 students.

Issues
Students listened to them online rather than as ‘true’ podcasts.

Staff are worried that this only supports the students who are engaged.

Need to think about how they connect with other activities

Example

Teams that Discuss more more online produce more successful outcomes - findings from DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE

DEGREE OF ONLINE COLLABORATION AND TEAM PERFORMANCE: A Case Study.

Authors:     Thompson, Ling¹ lthompso@regis.edu
Heng-Yu Ku²

Source:       Quarterly Review of Distance Education; Summer2010, Vol. 11 Issue 2, p127-134, 8p, 2 Charts

Abstract:    This case study investigated the relationship between degree of online collaboration and quality of group project among four teams. Thirteen participants were randomly assigned to form 4 teams to work on 4 collaborative projects across 16 weeks. Two different data sources of discussion archives and quality of group projects were collected and analyzed. Results indicated that there was a strong relationship between the degree of online collaboration and the quality of group projects.

                   

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=53953962&site=ehost-live

                   

                   

Database:   Academic Search Complete

Notes

This is a very small study looking at how online collaboration on team projects work. The conclusion is not surprisingly is if they talk more online then they achieve better outcomes, and the recommendation is to encourage this within teams.

Interesting wiki writing process- A Collective Case Study of Online Interaction Patterns in Text Revisions.

A Collective Case Study of Online Interaction Patterns in Text Revisions.

Authors:     Yu-Fen Yang¹ yangy@yuntech.edu.tw
Shan-Pi Wu¹

Source:       Journal of Educational Technology & Society; Apr2011, Vol. 14 Issue 2, p1-15, 15p

Abstract:    Learning happens through interaction with others. The purpose of this study is to investigate how online interaction patterns affect students' text revisions. As a sample, 25 undergraduate students were recruited to play multiple roles as writers, editors, and commentators in online text revisons. In playing different roles, they chose to read peer writers' texts, edit peer writers' errors, evaluate peer editors' suggestions and corrections, and finally rewrite their own texts. Students' choices of actions in the system to interact with their peers for the common goal of text improvement were identified as interaction patterns in this study. Results of this study revealed significant differences in students' interaction patterns and their final texts. The interaction pattern of students who made both local (grammatical corrections) and global (the development, organization, and style of texts) revisions was an extensive and reciprocal process. The interaction pattern of students who made only local revisions was almost a one-way process. Based on these interaction patterns, we suggest that teachers encourage low-participating students to engage in interactions with their peers by showing the benefits of peers' text revisions in the final drafts. Providing necessary assistance and guidance to low-participating students is essential, given their difficulties in writing texts, editing peer writers' texts, and evaluating peer editors' suggestions. [ABSTRACT FROM AUTHOR]

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=63157437&site=ehost-live

                   

Database:   Academic Search Complete

Department:	Not known
Class/Course:	English as a foreign language
Students:	25 students in a experimental design conditions
Technology:	Wiki
Assessment Activities:	Not stated
Efficiencies:
Learning Gains:	The wiki process is interesting cycle of changing roles. The movement of students from Writing (submitting text) to Editor (checking text, making changes) to Reviewer (seeing what has been suggested by peers to one’s own writing)

Purpose

These students were developing their language skills. The experiment showed that the decrease in errors from the peer feedback was not just the individuals rewrites, but due the developing understanding from the student taking on these different roles

Research method
experimental study

Issues
Struggling students needed more support because of their lack of skills.

Example

Using a blended approach to facilitate postgraduate supervision.

Authors:     de Beer, Marie¹
Mason, Roger B.²

Source:       Innovations in Education & Teaching International; May2009, Vol. 46 Issue 2, p213-226, 14p, 1 Black and White Photograph, 3 Diagrams, 1 Chart

Abstract:    This paper explores the feasibility of using a blended approach to postgraduate research-degree supervision. Such a model could reduce research supervisors' workloads and improve the quality and success of Masters and Doctoral students' research output. The paper presents a case study that is based on a framework that was originally designed for blended learning activities. It is based on supporting different types of interaction between postgraduate research students and their supervisors. The findings show that a blended approach to postgraduate supervision improves the supervision process, reduces the administrative workload of the supervisor, and creates a dynamic record of the supervision process. The results to date imply that traditional supervision practice needs to be revisited and modified to include digital procedures. The research project is in its infancy and, since at least three years is necessary for the completion of postgraduate degrees, this paper reports only on the first two stages of the research project. [ABSTRACT FROM AUTHOR]

                   

Persistent link to this record (Permalink):  http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=39768740&site=ehost-live

                   

                   

Database:   Education Research Complete

Department:
Class/Course:	Postgraduate Research
Students:	14 initially (research is on going) 3 yrs of intake now in Blended learning
Technology:	VLE and email (track changes in word
Assessment Activities:	Currently this is now a series of formative task completed and the student submits and receives feedback on sections of research
Efficiencies:	No increase in workload, time saved is reinvested in providing range of support
Learning Gains:	It is better for non English speaking students, they felt closer to academic, more meaningful intervention They like the 24/7 aspect Better for audit trail for both parties – less misconceptions Externals and auditors of course find it more transparent

Purpose

Seen as a way to deal with administrative burden

Currently supervisior meetings with student are on the most part not recorded, this does not help both parties to see the progress and learn from the full experience of the supervisor meetings

Research method
Qualitative

Issues

Students don’t use all the learning resources (there are plans the first activity will involve activie understanding of roles and duties rather than passively allow them to read these if they want

Need to build trust at the beginning

Example

A CASE STUDY OF EELEARNING: Using Technology to Create and Facilitate Experiential Learning.

Authors:     Murphrey, Theresa Pest¹ t-murphrey@tamu.edu

Source:       Quarterly Review of Distance Education; Winter2010, Vol. 11 Issue 4, p211-221, 11p

Abstract:    This study used a case study methodology to document an example of how technology was used to engage students in an experiential eLearning (eeLearning) process in order to enhance student learning, student engagement, course relevance, and interaction in an undergraduate course delivered online. While online course delivery has become an accepted and common practice over the past years, creating experiential eeLearning requires unique strategies and approaches. Using computer programs that encourage creativity and experiential learning can facilitate the learning process. [ABSTRACT FROM AUTHOR]

                    Persistent link to this record (Permalink):      http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60145264&site=ehost-live

                    Database:           Education Research Complete

Department:	Texas A+M Uni
Class/Course:	Instructional Design (online)
Students:	22 students
Technology:	Camtasia – Centra, Snagit (screen capture)
Assessment Activities:	15% participation, 20% quiz, 20% learning logs, 15% online presentation, 30% course assignment
Efficiencies:	Harder to cheat, able to see the students preparation and activitiy
Learning Gains:	Online interaction Encouraged ownership and experimental learning Space to be expressive and innovative in assessment

Purpose

General movement to more facilitative teaching

To try out new tools

Research method
Student submission included non specific reflection on learning (Constant comparative analysis to find themes) Basics of Qualitative research corbin & strauss 2008 p73

reflection of teaching team.

Change:

Get students to presentation online as video via centra (students run an online webinar too.

Issue:

Student support for the use of different tools, more guides needed

Example