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Student Perception of Assessment Feedback Effects on Online Collaborative Learning
PROCEEDINGS

, University of Texas at Austin, United States ; , Texas A&M University, United States ; , University of Texas at Austin, United States ; , Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The study examines the effects of feedback of peer and self assessments used in six online graduate level courses taught in two universities. The study addresses the effects of graphical vs. non-graphical feedback on students' subsequent peer and self-assessments, time of feedback, and learner and group characteristics. The nesting of the self and peer assessments and the dependency of the repeated measures data guided the use of a hierarchical mixed effects linear model with the two factor scores of the Teamwork Assessment Scale as the dependent variable and self or peer, course, team, assessment time, gender and campus presence as the predictors. Preliminary findings are that students change their assessments of themselves and peers over time.

Citation

De Hoyos, M.L., Murphy, K.L., Resta, P. & Yang, X. (2005). Student Perception of Assessment Feedback Effects on Online Collaborative Learning. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 59-65). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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