Conceptions of and approaches to learning through online peer assessment

Yu Fang Yang, Chin Chung Tsai*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

113 引文 斯高帕斯(Scopus)

摘要

The present study investigated junior college students' conceptions of and approaches to learning via online peer assessment (PA) using a phenomenographic approach. Participants were 163 college students. Students were asked to accomplish a given learning task via an online PA system. Of the participants, 62 were interviewed after the activity. The interviews revealed hierarchically related and qualitatively different categories of conceptions and approaches to learning via online PA. The main and achieved levels of conceptions of and approaches to learning were determined. The results showed that, within each level, conceptions emphasizing a fragmented and cohesive learning tended to be associated with approaches focusing on surface and deep learning, respectively. In addition, students with cohesive learning conceptions and deep learning approaches were likely to make greater progress in the early stages of online PA activity. The present study finally found that approaches to learning via online PA were less related to the learning outcomes than conceptions of learning.

原文英語
頁(從 - 到)72-83
頁數12
期刊Learning and Instruction
20
發行號1
DOIs
出版狀態已發佈 - 2010 二月

ASJC Scopus subject areas

  • 教育
  • 發展與教育心理學

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