An analysis of peer assessment online discussions within a course that uses project-based learning

Huei Tse Hou*, Kuo En Chang, Yao Ting Sung

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

58 引文 斯高帕斯(Scopus)

摘要

In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.

原文英語
頁(從 - 到)237-251
頁數15
期刊Interactive Learning Environments
15
發行號3
DOIs
出版狀態已發佈 - 2007 十二月

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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