在在线学习评估中使用移动即时消息进行同伴反馈

IF 2.5 Q2 BUSINESS, FINANCE

Accounting Education Pub Date : 2023-06-16 DOI:10.1080/09639284.2023.2223580

S. Coetzee, Astrid Schmulian, Cecile Janse van Rensburg

{"title":"在在线学习评估中使用移动即时消息进行同伴反馈","authors":"S. Coetzee, Astrid Schmulian, Cecile Janse van Rensburg","doi":"10.1080/09639284.2023.2223580","DOIUrl":null,"url":null,"abstract":"ABSTRACT As a result of containment measures implemented during COVID-19, the authors needed to re-envision and restructure in-person assessments for learning that provided immediate peer feedback to students in their competency-based financial reporting course. Peer feedback is crucial in competency-based education, as mastering a competency necessitates feedback. This study examines the use of mobile instant messaging (MIM) by students to facilitate peer feedback during online assessments for learning and investigates the types of feedback provided. Content analysis of students’ MIMs reveals that cognitive feedback was the most prevalent type provided. Cognitive feedback helps students manage the task at hand, which appears to be important for students coping with the disruptive environment of the pandemic. Although initially prompted by the pandemic, the use of MIM during assessments for learning has the potential to persist in a post-pandemic classroom.","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"32 1","pages":"563 - 577"},"PeriodicalIF":2.5000,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The use of mobile instant messaging for peer feedback in online assessments for learning\",\"authors\":\"S. Coetzee, Astrid Schmulian, Cecile Janse van Rensburg\",\"doi\":\"10.1080/09639284.2023.2223580\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT As a result of containment measures implemented during COVID-19, the authors needed to re-envision and restructure in-person assessments for learning that provided immediate peer feedback to students in their competency-based financial reporting course. Peer feedback is crucial in competency-based education, as mastering a competency necessitates feedback. This study examines the use of mobile instant messaging (MIM) by students to facilitate peer feedback during online assessments for learning and investigates the types of feedback provided. Content analysis of students’ MIMs reveals that cognitive feedback was the most prevalent type provided. Cognitive feedback helps students manage the task at hand, which appears to be important for students coping with the disruptive environment of the pandemic. Although initially prompted by the pandemic, the use of MIM during assessments for learning has the potential to persist in a post-pandemic classroom.\",\"PeriodicalId\":46934,\"journal\":{\"name\":\"Accounting Education\",\"volume\":\"32 1\",\"pages\":\"563 - 577\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2023-06-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounting Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09639284.2023.2223580\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"BUSINESS, FINANCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounting Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09639284.2023.2223580","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"BUSINESS, FINANCE","Score":null,"Total":0}

引用次数: 0

摘要

摘要由于新冠肺炎期间实施了遏制措施，作者需要重新评估和重组对学习的人内评估，以便在基于竞争力的财务报告课程中为学生提供即时的同行反馈。同伴反馈在基于能力的教育中至关重要，因为掌握能力需要反馈。本研究调查了学生在在线学习评估中使用移动即时消息（MIM）促进同伴反馈的情况，并调查了提供的反馈类型。对学生MIM的内容分析表明，认知反馈是最普遍的类型。认知反馈有助于学生管理手头的任务，这对学生应对疫情的破坏性环境似乎很重要。尽管最初是受疫情影响，但在评估学习时使用MIM有可能在疫情后的课堂上持续使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The use of mobile instant messaging for peer feedback in online assessments for learning

ABSTRACT As a result of containment measures implemented during COVID-19, the authors needed to re-envision and restructure in-person assessments for learning that provided immediate peer feedback to students in their competency-based financial reporting course. Peer feedback is crucial in competency-based education, as mastering a competency necessitates feedback. This study examines the use of mobile instant messaging (MIM) by students to facilitate peer feedback during online assessments for learning and investigates the types of feedback provided. Content analysis of students’ MIMs reveals that cognitive feedback was the most prevalent type provided. Cognitive feedback helps students manage the task at hand, which appears to be important for students coping with the disruptive environment of the pandemic. Although initially prompted by the pandemic, the use of MIM during assessments for learning has the potential to persist in a post-pandemic classroom.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Accounting Education BUSINESS, FINANCE-

CiteScore

8.00

自引率

21.90%

发文量

期刊介绍： Now included in the Emerging Sources Citation Index (ESCI)! Accounting Education is a peer-reviewed international journal devoted to publishing research-based papers on key aspects of accounting education and training of relevance to practitioners, academics, trainers, students and professional bodies, particularly papers dealing with the effectiveness of accounting education or training. It acts as a forum for the exchange of ideas, experiences, opinions and research results relating to the preparation of students for careers in all walks of life for which accounting knowledge and understanding is relevant. In particular, for those whose present or future careers are in any of the following: business (for-profit and not-for-profit), public accounting, managerial accounting, financial management, corporate accounting, controllership, treasury management, financial analysis, internal auditing, and accounting in government and other non-commercial organizations, as well as continuing professional development on the part of accounting practitioners.