Using peer feedback to improve critical thinking in computer-supported collaborative argumentation: An exploratory study

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-03 DOI:10.1111/jcal.13078

Wenli Chen, Hua Hu, Qianru Lyu, Lishan Zheng

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引用次数: 0

Abstract

Background

Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts.

Objectives

This study aims to investigate how peer feedback affects secondary school students' critical thinking skills within a computer-supported collaborative argumentation (CSCA) environment. It explores the specific aspects of critical thinking that were enhanced and examines the relationships among different critical thinking indicators using Epistemic Network Analysis (ENA) to provide a deep understanding of these skills' development before and after peer feedback.

Methods

This study adopted a mixed-method approach. Qualitative content analysis was conducted to explore the effect of peer feedback on students' depth of critical thinking by adopting Newman's framework. Quantitative ethnographic method known as ENA was employed to analyse the co-occurrence patterns of critical thinking influenced by peer feedback.

Results and Conclusions

This study found that peer feedback was effective in promoting students' critical thinking measured by Newman's framework (Justification, Ambiguities, Importance, Novelty, Relevance, Width of understanding, and Linking ideas, factors, and interpretation). However, the study noted a lack of improvement in the dimensions of Bringing Outside Knowledge/Experience to Bear on the Problem (O), Critical Assessment (C), and Practical Utility (P). Peer feedback significantly influenced the co-occurrence patterns of critical thinking. Before peer feedback, students’ arguments were characterized by confusion and narrow viewpoints, despite containing important and relevant points. After peer feedback, there was a marked improvement, with students presenting their arguments with greater clarity, breadth of information, and creativity. This suggests that peer feedback helped students refine their argumentation skills, making their points clearer and more comprehensive.

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利用同伴反馈改进计算机支持的协作论证中的批判性思维：探索性研究

背景批判性思维是学生的 21 世纪能力之一。虽然以往的研究承认同伴反馈具有提高批判性思维能力的潜力，尤其是在计算机支持的协作学习（CSCL）环境中，但对于通过同伴反馈提高批判性思维的哪些具体方面，以及批判性思维的各个组成部分在 K-12 教育背景下的 CSCL 环境中是如何相互关联的，了解还很有限。研究目的本研究旨在探讨在计算机支持的协作论证（CSCA）环境中，同伴反馈如何影响中学生的批判性思维能力。本研究探讨了批判性思维能力得到提高的具体方面，并使用认识网络分析（ENA）方法研究了不同批判性思维指标之间的关系，以深入了解这些能力在同伴反馈前后的发展情况。方法本研究采用混合方法。采用纽曼的框架进行定性内容分析，探讨同伴反馈对学生批判性思维深度的影响。采用定量人种学方法（ENA）分析批判性思维受同伴反馈影响的共现模式。结果与结论本研究发现，根据纽曼的框架（理由、模糊性、重要性、新颖性、相关性、理解的宽度，以及观点、因素和解释的联系），同伴反馈能有效促进学生的批判性思维。然而，研究注意到，在 "利用外部知识/经验解决问题"（O）、"批判性评估"（C）和 "实际效用"（P）方面，学生的成绩没有提高。同伴反馈极大地影响了批判性思维的共现模式。在同伴反馈之前，学生的论证尽管包含了重要的相关观点，但其特点是混乱和观点狭隘。同伴反馈后，学生的论证有了明显改善，论证更加清晰，信息量更大，而且更有创造力。这表明，同伴反馈有助于学生提高论证技巧，使他们的观点更加清晰和全面。

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

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope