An analysis of peer assessment online discussions within a course that uses project-based learning

dc.contributor國立臺灣師範大學資訊教育研究所zh_tw
dc.contributor.authorHou, Huei-Tseen_US
dc.contributor.authorChang, Kuo-Enen_US
dc.contributor.authorSung, Yao-Tingen_US
dc.date.accessioned2014-10-30T09:32:12Z
dc.date.available2014-10-30T09:32:12Z
dc.date.issued2007-12-01zh_TW
dc.description.abstractIn recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.en_US
dc.description.urihttp://www.informaworld.com/smpp/ftinterface~content=a787027562~fulltext=713240930~frm=contentzh_TW
dc.identifierntnulib_tp_A0904_01_065zh_TW
dc.identifier.issn1049-4820zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/34366
dc.languageenzh_TW
dc.publisherRoutledgeen_US
dc.relationInteractive Learning Environments, 15(3), 237-251. (SSCI)en_US
dc.relation.urihttp://dx.doi.org/10.1080/10494820701206974zh_TW
dc.rights.urihttp://www.tandf.co.uk/journals/titles/10494820.aspzh_TW
dc.titleAn analysis of peer assessment online discussions within a course that uses project-based learningen_US

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