Peer evaluation in an undergraduate database management class: A quasi-experimental study

Wei Fan Chen, Hei Chia Wang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study is to evaluate whether peer evaluation increases student participation and thus improves learning achievement in an e-learning 2.0 environment. We first implemented an e-learning 2.0 platform and then collected data from student participants, including RSS, blogs, Wiki, and other online forums. A quasi-experimental design was used in the study. The student participants were divided into an experimental group (N=52) and a control group (N=60). The results indicated that the e-learning 2.0 platform had a positive effect on student learning process. When comparing the academic performances of the control group and the experimental group after using e-learning 2.0 for a period of time, students in the experimental group had significantly better academic results than those in the control group.

Original languageEnglish
Title of host publication2013 Frontiers in Education Conference
Subtitle of host publicationEnergizing the Future, FIE 2013 - Proceedings
Pages179-180
Number of pages2
DOIs
Publication statusPublished - 2013 Dec 1
Event43rd IEEE Annual Frontiers in Education Conference, FIE 2013 - Oklahoma City, OK, United States
Duration: 2013 Oct 232013 Oct 26

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other43rd IEEE Annual Frontiers in Education Conference, FIE 2013
CountryUnited States
CityOklahoma City, OK
Period13-10-2313-10-26

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All Science Journal Classification (ASJC) codes

  • Software
  • Education
  • Computer Science Applications

Cite this

Chen, W. F., & Wang, H. C. (2013). Peer evaluation in an undergraduate database management class: A quasi-experimental study. In 2013 Frontiers in Education Conference: Energizing the Future, FIE 2013 - Proceedings (pp. 179-180). [6684811] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2013.6684811