Relations Between Participation in Peer Review and Learning Outcomes in Online Learning

Huazhe Sha, Mayumi Sugiura, Tomohiro Nagashima, Katsusuke Shigeta
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引用次数: 0

Abstract

Participating in peer-review activities can enhance students’ learning outcomes. However, past studies have not thoroughly explored how student performance in peer-review activities and their open-ended tasks relate to online classes. Using synchronous and asynchronous communication tools, we analyzed how students’ collaborative learning activities and participation in a peer-review activity are associated with their learning outcomes in an online undergraduate course. By developing open-ended tasks in small groups, students created Open Educational Resources through a series of peer-review activities. Students’ contributions to collaborative activities were assessed using self-reports and a questionnaire. The findings highlighted the importance of active participation in peer-review activities in online learning that combine synchronous and asynchronous communication tools, which can enhance the completion of open-ended tasks.
在线学习中同伴评议参与与学习成果的关系
参与同行评议活动可以提高学生的学习成果。然而,过去的研究并没有彻底探索学生在同行评议活动中的表现和他们的开放式任务与在线课程的关系。使用同步和异步通信工具,我们分析了学生在在线本科课程中的协作学习活动和参与同行评议活动与他们的学习成果之间的关系。通过在小组中开发开放式任务,学生们通过一系列同行评议活动创建了开放教育资源。学生对合作活动的贡献通过自我报告和问卷进行评估。研究结果强调了在线学习中积极参与同行评审活动的重要性,这些活动结合了同步和异步通信工具,可以提高开放式任务的完成程度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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