Showing papers in "British Journal of Educational Technology in 2011"

Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning.

Abstract: This paper focuses on deep and meaningful learning approaches and outcomes associated with online and blended communities of inquiry. Applying mixed methodology for the research design, the study used transcript analysis, learning outcomes, perceived learning, satisfaction, and interviews to assess learning processes and outcomes. The findings for learning processes and outcomes indicated that students in both online and blended courses were able to reach high levels of cognitive presence and learning outcomes. The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes. It is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.

Space matters: The impact of formal learning environments on student learning

Abstract: The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning.

A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning

Abstract: Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real-world and digital-world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map-oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students. [ABSTRACT FROM AUTHOR]

Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment

Abstract: The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic motivation, (2) curiosity, (3) plausibility and (4) transference of game-based experiences into prewriting activities. The methodological framework for this qualitative investigation is a case study with grounded theory methodology. The setting is an educational, three-dimensional, immersive game-based learning environment titled Murder on Grimm Isle, used to foster argumentation and persuasion writing for Grades 9-14. The participants included 20 college students. The findings of the investigation reveal that intrinsic motivation, curiosity and plausibility were first supported by the game-like environment, and then sustained through the narrative and the environment. Additionally, game-based experiences were transferred into prewriting activities. Unanticipated findings revealed some student resistance. The goal of this research is to gain a better understanding of narrative design for game-based learning environments. [ABSTRACT FROM AUTHOR]

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

Abstract: This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher- rather than student-centred approaches. Asynchronous online teaching provided support for self-paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

The effect of films with and without subtitles on listening comprehension of EFL learners

Abstract: The present study represented a preliminary effort to empirically examine the efficacy of subtitled movie on listening comprehension of intermediate English as a Foreign Language students. To achieve this purpose, out of a total of 200 intermediate students, 90 were picked based on a proficiency test. The material consisted of six episodes (approximately 5 minutes each) of a DVD entitled 'Wild Weather'. The students viewed only one of the three treatment conditions: English subtitles, Persian subtitles, no subtitles. After each viewing session, six sets of multiple-choice tests were administered to examine listening comprehension rates. The results revealed that the English subtitles group performed at a considerably higher level than the Persian subtitles group, which in turn performed at a substantially higher level than the no subtitle group on the listening test. [ABSTRACT FROM AUTHOR]

An investigation of attitudes of students and teachers about participating in a context-aware ubiquitous learning activity

Abstract: In recent years, digital learning has been converting from e-learning to m-learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context-aware ubiquitous learning (u-learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context-aware u-learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context-aware u-learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students’ motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order.

Editorial: In praise of pessimism—the need for negativity in educational technology

Abstract: The author reflects on the need for negativity in educational technology. He notes that most individuals employed in the field of educational technology believe that digital technologies are capable of improving education, which is the reason for the positive approach of educational technologists. Topics include the author's case against technological optimism in education and the need for technological pessimism in education.

The role teachers' expectations and value assessments of video games play in their adopting and integrating them into their classrooms

Abstract: Video games have become an essential part of the way people play and learn. While an increasing number of people are using games to learn in informal environments, their acceptance in the classroom as an instructional activity has been mixed. Successes in informal learning have caused supporters to falsely believe that implementing them into the classroom would be a relatively easy transition and have the potential to revolutionise the entire educational system. In spite of all the hype, many are puzzled as to why more teachers have not yet incorporated them into their teaching. The literature is littered with reports that point to a variety of reasons. One of the reasons, we believe, is that very little has been done to convince teachers that the effort to change their curriculum to integrate video games and other forms of technology is worthy of the effort. Not until policy makers realise the importance of professional development and training as an important use of funds will positive changes in thinking and perceptions come about, which will allow these various forms of technology to reach their potential. The authors have hypothesised that the major impediments to useful technology integration include the general lack of institutional infrastructure, poor teacher training, and overly-complicated technologies. Overcoming these obstacles requires both a top-down and a bottom-up approach. This paper presents the results of a pilot study with a group of preservice teachers to determine whether our hypotheses regarding potential negativity surrounding video games was valid and whether a wider scale study is warranted. The results of this study are discussed along with suggestions for further research and potential changes in teacher training programmes. [ABSTRACT FROM AUTHOR]

Improving teaching and learning of computer programming through the use of the Second Life virtual world

Abstract: The emergence of new technologies such as three-dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approachtotheanalysisof howteachingandlearningof computerprogrammingatthe university level could be developed within the Second Life virtual world. Results support the notion that it is possible to use this environment for better effectiveness in the learning of programming. The main results are the identification of problems hampering the teacher’s intervention in this virtual world and the detection of solutions for those problems that were found effective to the success in using this environment for teaching/learning computer programming.

The role of students' motivation in peer-moderated asynchronous online discussions

Abstract: This study conducted a content analysis of online discussions to understand the nature of computer-supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer-moderated online discussions. Discussion contents from 23 students in an online class were analysed. The results indicated that perceived value, competence and autonomy were critical factors that influenced lower level interactions; intrinsic motivation was the critical factor that influenced the individualistic elaboration interactions, whereas relatedness was the critical factor that influenced the collaborative elaboration interactions. The results also indicated that autonomy and relatedness were the critical factors that influenced the moderation behaviours. The findings suggest that teachers in online classes should promote students' motivation, and more importantly, scaffold student moderators in meaningful learning during peer-moderated online discussions. [ABSTRACT FROM AUTHOR]

Developing an instrument to measure social presence in distance higher education

Abstract: This paper examines the construct of social presence and develops an instrument to measure social presence in distance higher education. Social presence is regarded as an important factor to understand psychological and emotional relations among distant learners, especially when constructivism and discourse based learning are emphasised. Items initially drawn from the literature were reviewed by experts in relevant fields and extracted through exploratory and confirmatory analyses. Then correlation analysis was executed to see the relationship between social presence and other learning variables. As a result, this study confirmed four factor constructs of social presence: mutual attention and support, affective connectedness, sense of community and open communication, and also generated and verified a social presence instrument with a total of 19 items.

Students' perceptions of Blackboard and Moodle in a Portuguese university

Abstract: The use of learning management systems (LMS) has grown considerably in universities around the world. The University of Minho (UM) has pioneered in this area in Portugal, adopting Blackboard as its official LMS. Moodle is also used in UM in scattered initiatives, allowing for interesting comparisons. Previous studies comparing Blackboard and Moodle have been confined to limited samples and focused on students' perceptions only. In this paper, we also try to relate those perceptions to the impact of the LMSs on student level of engagement. We assess the extent and depth of use of the two LMSs, presenting the results of a study of students' perceptions and experience with both Blackboard and Moodle. Unlike previous studies, more students (46.5%) stated a preference for Blackboard over Moodle, while 34.7% preferred Moodle, and nearly 20% had no preference. Factors that might explain these results are explored in some detail. By and large, a basic utilisation is made of both platforms, as little more than electronic document repositories, in what Francis and Raftery, in 2005, designate as a Mode 1 level of engagement. We could, however, detect some instances of a more sophisticated Mode 2 utilisation, particularly with Moodle, underlining the role of faculty in integrating a sophisticated use of LMSs when designing their courses. [ABSTRACT FROM AUTHOR]

Game-based feedback for educational multi-user virtual environments

Abstract: It is generally accepted that informative and timely feedback is important to a student's learning experience within higher education. In the study of commercial digital games it has also become increasingly understood that games are particularly good at providing effective feedback of this form to gameplayers. We discuss recent game based learning research that attempts to harness the motivating qualities of digital games to inform the design of educational technology. Results from this research demonstrate student participation and performance can be improved by providing Game-Based Feedback (GBF) to students. The GBF approach awards points to students for the successful completion of tasks throughout a course of study. Points and achievements accumulated over time builds a profile that provides a student with a potentially powerful representation of their educational identity. In this paper, we argue that virtual worlds are particularly suitable for this form of GBF and can further enhance a student's understanding of their educational standing. We outline a Virtual Learning Landscape (VLL) design that is embedded within a multi-user virtual environment, where educational feedback is supplied to students via their avatar and a virtual world's landscape. The core structural principles of the proposed VLL are explained and several examples of the use of the VLL are provided to illustrate the system.

Web 2.0 and competence‐oriented design of learning—Potentials and implications for higher education

Abstract: This paper discusses the potential of learning technologies to foster competence development of students. It aims to improve understanding of pedagogical conditions that have to be met to establish a competence orientation in e-learning. We review the literature to summarise recent changes in e-learning, identify attributes of web 2.0 technologies, revisit the concept of competence and specify implications for the competence-oriented design of learning environments. By referring to Kolb's learning cycle, we illustrate this view with a case study on the use of Google Apps as collaborative learning environment and recommend how competence-oriented e-learning activities can be created. Our findings reinforce the position that web 2.0 tools enable a shift from a distributive to a more collaborative mode in e-learning. In particular, the ease of use and intuition of web 2.0 technologies allow creating learning environments, which realise activity-rich pedagogical models and facilitate competence development of students. The paper concludes that, despite the demand of firms for versatile graduates and the obvious potential of learning technologies to foster competence development of students, universities need to establish institutional strategies to make this pedagogical change happen. [ABSTRACT FROM AUTHOR]

Educational benefits of using game consoles in a primary classroom: A randomised controlled trial

Abstract: It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The studies that are available tend to be limited in terms of output data reported, or small in scale, or both. The aim of this randomised controlled trial was to upscale a recent study by Miller and Robertson investigating the effects of a commercial off-the-shelf computer game on children's mental computation skills and self-perceptions. A pre-post design was employed, with 634 primary (elementary) school children (10-11 years old) from 32 schools across Scotland. Schools were randomly assigned to experimental or control conditions. In the experimental schools, children used a games console for 20 minutes each day, running a 'brain training' game. The controls continued with their normal routine. The treatment period was 9 weeks. Significant pre-post gains in accuracy and speed of calculations were found in both experimental and control groups over the treatment period. Gains in the experimental group were 50% greater than those of the controls in accuracy, and twice those of the controls in speed. There were no significant changes in two measures of self-concept for either group. There was a small but statistically significant improvement in attitude towards school among the experimental group but not the controls. When scores were analysed by ability, different patterns were apparent. The design of the study allows a degree of confidence when generalising from these results. Some implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand.

Abstract: The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e-learning and professional development for e-learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e-learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e-learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e-learning in appropriate and rewarding directions. [ABSTRACT FROM AUTHOR]

Expediency‐based practice? Medical students' reliance on Google and Wikipedia for biomedical inquiries

Abstract: Internet usage logs captured during self-directed learning sessions were used to determine how undergraduate medical students used five popular sites to locate and access biomedical resources. Students' perceptions of each site's usefulness and reliability were determined through a survey. Google and Wikipedia were the most frequently used sites despite students rating them as the least reliable of the five sites investigated. The library-the students' primary point of access to online journals-was the least used site, and when using Google less than 40% of pages or resources located by students were from 'high' quality sources. Students' use of all sites' search tools was unsophisticated. Despite being avid users of online information and search tools, the students targeted in this study appeared to lack the requisite information-seeking skills to make the most of online resources. Although there is evidence that these skills improved over time, a greater emphasis on information literacy skills training may be required to ensure that graduates are able to locate the best available evidence to support their professional practice. [ABSTRACT FROM AUTHOR]

Scripted collaboration in serious gaming for complex learning: Effects of multiple perspectives when acquiring water management skills

Abstract: Hummel, H. G. K., Van Houcke, J., Nadolski, R. J., Van der Hiele, T., Kurvers, H., & Lohr, A. (2011). Scripted collaboration in gaming for complex learning: Effects of multiple perspectives when acquiring water management skills. British Journal of Educational Technology, 42(6), 1029-1041. doi:10.1111/j.1467-8535.2010.01122.x

Development of a ubiquitous learning platform based on a real-time help-seeking mechanism

Abstract: The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real-world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high-cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context-aware ubiquitous learning platform (CULP) which uses low-cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer-Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved. [ABSTRACT FROM AUTHOR]

The use of mobile technology for work‐based assessment: the student experience

Abstract: This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John. The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated. [ABSTRACT FROM AUTHOR]

Enhancing learner–learner interaction using video communications in higher education: Implications from theorising about a new model

Abstract: As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner-content interaction and learner-learner interaction and suggests that a blend of planned and non-planned learner-learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner-learner dialogue occurs ‘face-to-face’, thus, extending the potential of online learner-content environments.

A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre-service mathematics teachers

Abstract: The study compared the effects of dynamic geometry software and physical manipulatives on the spatial visualisation skills of first-year pre-service mathematics teachers. A pre- and post-test quasi-experimental design was used. The Purdue Spatial Visualisation Test (PSVT) was used for the pre- and post-test. There were three treatment groups. The first group ( n = 34) used Dynamic Geometry Software (DGS) Cabri 3D as a virtual manipulative and the second group ( n = 32) used physical manipulatives. In the control group ( n = 30), the students received traditional instruction. The results of the study showed that physical manipulatives and DGS-based types of instruction are more effective in developing the students' spatial visualisation skills than traditional instruction. In addition, students in the DGS-based group performed better than the physical manipulative-based group in the views section of the PSVT. [ABSTRACT FROM AUTHOR]

Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

Abstract: This study set out to examine the implementation of a video blog (vlog) project in an English for Specific Purposes (ESP) course that aimed to increase students' opportunities to use the target language. Specifically, it explored students' perceptions towards vlogs and analysed the advantages and disadvantages of vlogs as identified by the students. Data sources included an attitude survey, an open-ended questionnaire, student interviews, written peer feedback, video clips in vlogs and reflective journals. The results indicated that firstly, the students favourably perceived the vlog project because vlogs not only helped them organise and reflect on their learning products, but also allowed them to archive their learning processes. Second, they reported a number of advantages associated with vlogging, such as visual representation, relief from time constraints, self-evaluation, professional development, wider audience, peer learning and technical capability. Third, in the opinion of the students, the challenges compromising the effectiveness of the vlog project involved technical difficulties, affective interferences, weak linkage to real-time communication and time issues. In light of these findings, the researcher proposes two pedagogical implications for ESP instructional practices. [ABSTRACT FROM AUTHOR]

Developing Simulations in Multi-User Virtual Environments to Enhance Healthcare Education.

Abstract: Computer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practice-based learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co-operative and collaborative learning environment. Unlike traditional technologies; immersive multi-user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem-based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer-based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co-construct mental models of technical and interpersonal skills through experiencing human interaction in a computer-based simulated environment. [ABSTRACT FROM AUTHOR]

Does the New Digital Generation of Learners Exist? A Qualitative Study

Abstract: This paper seeks to contribute to the discussion on the current generation of students and their relationship to technology, providing qualitative, empirical information obtained in the Chilean context. The study analyses and discusses the ideas regarding the emergence of a new generation of learners, or digital natives, as characterised by wide-ranging access to digital media and by having new skills and abilities. In-depth interviews held with students and teachers from four different cities in the country are analysed. The data shows evidence of a generation of learners without shared traits, with segments of learners presenting practices that do not characterise the entire generation. In addition, the data shows that the skills and abilities described in the literature do not represent a precise description of those that the students exploit when using technology. Beyond the ability to work simultaneously on several tasks, some learners have the ability to manage the attention that they pay to their work on the computer in sophisticated ways, and although some prefer images to words on paper, among others, there is still a taste for reading actual printed books. All in all, students and teachers describe a certain distance and conflict between the practices with the use of ICTs and their everyday school experiences.

Can Turnitin be used to provide instant formative feedback

Abstract: New students face the challenge of making a smooth transition between school and university, and with regards to academic practice, there are often gaps between student expectations and university requirements. This study supports the use of the plagiarism detection service Turnitin to give students instant feedback on essays to help improve academic literacy. A student cohort ( n = 76) submitted draft essays to Turnitin and received instruction on how to interpret the 'originality report' themselves for feedback. The impact of this self-service approach was analysed by comparing the writing quality and incidence of plagiarism in draft and final essays, and comparing the results to a previous cohort ( n = 80) who had not used Turnitin formatively. Student and staff perceptions were explored by interview and questionnaire. Using Turnitin formatively was viewed positively by staff and students, and although the incidence of plagiarism did not reduce because of a worsening of referencing and citation skills, the approach encouraged students to develop their writing. To conclude, students were positive of their experience of using Turnitin. Further work is required to understand how to use the self-service approach more effectively to improve referencing and citation, and narrow the gap between student expectations and university standards. [ABSTRACT FROM AUTHOR]

A comparison between paper‐based and online learning in higher education

Abstract: To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (e.g. paper-based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. Fifty-nine students completed a pre-lesson questionnaire, and after the lessons completed another questionnaire plus the [National Aeronautics and Space Administration Task Load Index] NASA-TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24 per cent better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different modes of learning.

A Reciprocal Peer Review System to Support College Students' Writing.

Abstract: As students' problem-solving processes in writing are rarely observed in face-to-face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95 undergraduate students was recruited to construct texts with the support of web-based reciprocal peer review in the processes of modelling, coaching, scaffolding, articulation, reflection and exploration. The results of the study revealed that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learn from peers in writing as well as support peers in making text revisions. During their extensive and reciprocal interactions with various peers, students addressed mutual concerns in each other's text revisions. They constructed collaborative language knowledge for text improvement as local revisions (grammatical corrections) and global revisions (corrections on the development, organization or style of a text) were made in their final texts. The students' perceptions towards text improvement in this web-based peer review of modelling, coaching, scaffolding, articulation, reflection and exploration are also discussed in this study. [ABSTRACT FROM AUTHOR]