Student Perception of Assessment Feedback Effects on Online Collaborative Learning
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Authors
Society for Information Technology & Teacher Education International Conference, 2005 in Phoenix, AZ, USA ISBN 978-1-880094-55-6
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 March 28, 2024 from https://www.learntechlib.org/p/18949.
© 2005 AACE