Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how?

Fu Yun Yu, Wan Shan Wu

Research output: Contribution to journalArticle

Abstract

The theoretical underpinnings of and learning processes activated by student-generated feedback corresponding to potential answers given to student-generated questions (SGQ) were explicated, and its learning effects were examined. Four classes of seventh-graders (n = 109) participated in a non-equivalent pretest-posttest quasi-experimental research study that lasted nine weeks. The results from the analysis of covariance (ANCOVA) and content analysis of student-generated feedback supported the finding that significantly more benefits were gained from students engaging in feedback-generation for SGQ. These benefits were noted in terms of increases in the use of cognitive and metacognitive strategies, the promotion of better question-generation quality, and the fostering of perspective-taking abilities. Suggestions and implications for instruction and future studies as well as caveats for implementing teachers are provided.

Original languageEnglish
Article number103723
JournalComputers and Education
Volume145
DOIs
Publication statusPublished - 2020 Feb

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Students
Feedback
learning
student
learning success
learning process
content analysis
promotion
instruction
ability
teacher

All Science Journal Classification (ASJC) codes

  • Computer Science(all)
  • Education

Cite this

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abstract = "The theoretical underpinnings of and learning processes activated by student-generated feedback corresponding to potential answers given to student-generated questions (SGQ) were explicated, and its learning effects were examined. Four classes of seventh-graders (n = 109) participated in a non-equivalent pretest-posttest quasi-experimental research study that lasted nine weeks. The results from the analysis of covariance (ANCOVA) and content analysis of student-generated feedback supported the finding that significantly more benefits were gained from students engaging in feedback-generation for SGQ. These benefits were noted in terms of increases in the use of cognitive and metacognitive strategies, the promotion of better question-generation quality, and the fostering of perspective-taking abilities. Suggestions and implications for instruction and future studies as well as caveats for implementing teachers are provided.",
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