Abstract
The study examined the predictive effects of online peer-assessment on student question-generation. Specifically, the individual and collective predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) available in peer-assessment learning systems on student question-generation performance were investigated. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. The regression result found that quantitative ratings and descriptive comments individually and collectively significantly predicted question-generation performance. Suggestions for learning system development are provided.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 19th International Conference on Computers in Education, ICCE 2011 |
| Pages | 355-361 |
| Number of pages | 7 |
| Publication status | Published - 2011 |
| Event | 19th International Conference on Computers in Education, ICCE 2011 - Chiang Mai, Thailand Duration: 2011 Nov 28 → 2011 Dec 2 |
Other
| Other | 19th International Conference on Computers in Education, ICCE 2011 |
|---|---|
| Country | Thailand |
| City | Chiang Mai |
| Period | 11-11-28 → 11-12-02 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Education
Cite this
}
Predictive effects of online peer-assessment on student question-generation. / Yu, Fu-Yun; Wu, Chun Ping.
Proceedings of the 19th International Conference on Computers in Education, ICCE 2011. 2011. p. 355-361.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Predictive effects of online peer-assessment on student question-generation
AU - Yu, Fu-Yun
AU - Wu, Chun Ping
PY - 2011
Y1 - 2011
N2 - The study examined the predictive effects of online peer-assessment on student question-generation. Specifically, the individual and collective predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) available in peer-assessment learning systems on student question-generation performance were investigated. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. The regression result found that quantitative ratings and descriptive comments individually and collectively significantly predicted question-generation performance. Suggestions for learning system development are provided.
AB - The study examined the predictive effects of online peer-assessment on student question-generation. Specifically, the individual and collective predictive effects of two types of feedback (i.e., quantitative ratings and descriptive comments) available in peer-assessment learning systems on student question-generation performance were investigated. A total of 233 students participated in the study for six weeks. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. The regression result found that quantitative ratings and descriptive comments individually and collectively significantly predicted question-generation performance. Suggestions for learning system development are provided.
UR - http://www.scopus.com/inward/record.url?scp=84860432951&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84860432951&partnerID=8YFLogxK
M3 - Conference contribution
SN - 9786161201883
SP - 355
EP - 361
BT - Proceedings of the 19th International Conference on Computers in Education, ICCE 2011
ER -