TY - GEN
T1 - The relationships among online question-generation, peer-assessment and academic achievement
AU - Yu, Fu Yun
AU - Wu, Chun Ping
PY - 2011
Y1 - 2011
N2 - This study examined the relationships among student performances in questiongeneration, peer-assessment, and academic achievement in four different online peerassessment learning environments. Eight fifth-grade classes (N=253) were randomly assigned to one of four different identity revelation modes (real-name, anonymous, nickname, and self-choice) and 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 peerassessment was adopted. Data analysis revealed significant relationships among the three examined variables. Additionally, the identity revelation modes moderated the predictive power of online question-generation performance on academic achievement. Specifically, the predictive power in the self-choice mode was the greatest. Finally, self-choice identity mode strengthened the relationships between peer-assessment and question-generation performances. The empirical significance of the study and suggestions for learning system development and instructional implementation are provided.
AB - This study examined the relationships among student performances in questiongeneration, peer-assessment, and academic achievement in four different online peerassessment learning environments. Eight fifth-grade classes (N=253) were randomly assigned to one of four different identity revelation modes (real-name, anonymous, nickname, and self-choice) and 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 peerassessment was adopted. Data analysis revealed significant relationships among the three examined variables. Additionally, the identity revelation modes moderated the predictive power of online question-generation performance on academic achievement. Specifically, the predictive power in the self-choice mode was the greatest. Finally, self-choice identity mode strengthened the relationships between peer-assessment and question-generation performances. The empirical significance of the study and suggestions for learning system development and instructional implementation are provided.
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M3 - Conference contribution
AN - SCOPUS:84863343095
SN - 9780578091525
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
SP - 319
EP - 325
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
Y2 - 4 July 2011 through 8 July 2011
ER -