The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education Pub Date : 2024-06-11 DOI:10.1016/j.compedu.2024.105104

Galina Shulgina , Mik Fanguy , Han Zhang , Matthew Courtney , Matthew Baldwin , Jamie Costley

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引用次数: 0

Abstract

Prior research has suggested that participation in peer feedback activities, specifically the giving and receiving of comments, and the implementation of suggested ideas helps to improve writing quality. However, it is not always the case that received feedback is implemented. Currently, there is uncertainty regarding how the total number of comments received during a peer feedback activity interacts with the number of implemented comments and subsequent text quality. Therefore, the present study examined the online peer feedback sessions of 186 graduate students enrolled in a scientific writing course at a Korean university. It aimed to investigate the possible moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance. The results showed that there is no relationship between the number of received comments and student writing performance. Furthermore, no significant correlation was observed between the number of implemented comments and student writing performance. However, importantly, a moderating effect of the total number of comments on the relationship between implementation of comments and student writing performance was found. In other words, the more total comments students receive, the less their implementation will be associated with significant improvement of writing quality. This result is significant because it suggests that in online collaborative learning contexts, there is an upper limit of peer comments, above which the original author can no longer effectively implement them to improve writing performance.

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总评论对评论实施与在线同伴互助写作成绩之间关系的调节作用

先前的研究表明，参与同伴反馈活动，特别是给予和接受评论以及落实建议意见，有助于提高写作质量。然而，收到的反馈意见并不总能得到落实。目前，还不确定在同伴反馈活动中收到的评论总数与落实的评论数量以及随后的文章质量之间是如何相互作用的。因此，本研究考察了韩国一所大学科学写作课程中 186 名研究生的在线同伴反馈情况。研究旨在探讨评论总数对评论实施与学生写作成绩之间关系可能产生的调节作用。结果表明，收到的评语数量与学生的写作成绩之间没有关系。此外，也没有观察到落实评语的数量与学生写作成绩之间存在明显的相关性。然而，重要的是，研究发现评语总数对评语落实与学生写作成绩之间的关系有调节作用。换句话说，学生收到的评语总数越多，评语的实施与写作质量的显著提高之间的关系就越小。这一结果意义重大，因为它表明，在在线协作学习情境中，同伴评语是有上限的，超过这个上限，原作者就不能再有效地实施评语来提高写作成绩。

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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来源期刊

Computers & Education 工程技术-计算机：跨学科应用

CiteScore

27.10

自引率

5.80%

发文量

204

审稿时长

42 days

期刊介绍： Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.