How does online peer feedback improve argumentative essay writing and learning
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This paper investigated the effects of unscripted, scripted and guided online peer feedback on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acçusation.Abstract:
This study investigates the effects of unscripted, scripted and guided online peer feedback on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge ac...read more
Citations
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Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy
TL;DR: In this paper , the efficacy of electronic feedback (e-feedback) and traditional oral feedback on undergraduate students' English writing over 12 weeks of teaching was evaluated. And the results showed that students who received e-feed feedback performed much better in improving conjunctions errors than those who received oral feedback.
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Peer Feedback in Technology-Supported Learning Environment: A Comprehensive Review
TL;DR: The extent to which technologysupported peer feedback has been studied in different contexts of teaching and learning is studied, the opportunities/ affordances offered by technology-supported peer feedback activity are identified and the potential challenges/ constraints are summarized.
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Enhancing argumentative writing with automated feedback and social comparison nudging
TL;DR: This article found that participants who received automated argumentation feedback with a social comparison nudge wrote more convincing texts with higher-quality argumentation compared to the two benchmark groups (p < 0.05).
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Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach
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Nursing students’ satisfaction with the instructional design of a computer-based virtual learning environment for mathematical medication learning
TL;DR: In this article , the authors investigated the instructional design of a CBVLE for mathematical medication learning by nursing students in vocational education, and found that the design components were able to predict nursing students' mathematical learning, self-efficacy, and intrinsic motivation.
References
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Book
The uses of argument
TL;DR: In this paper, the origins of epistemological theory are discussed and the layout of argument and modal arguments are discussed, as well as the history of working logic and idealised logic.
The Cambridge Handbook Of The Learning Sciences
TL;DR: The cambridge handbook of the learning sciences is universally compatible with any devices to read and an online access to it is set as public so you can download it instantly.
Book ChapterDOI
Arguing to learn
TL;DR: The CSCL, Argumentation, And Deweyan Inquiry: Argumentation Is Learning is Learning T. Koschmann, T.B. Schwarz, A. Glassner.
Journal ArticleDOI
Web-based peer assessment : feedback for students with various thinking-styles
TL;DR: While students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles, suggesting that future web-based peer assessment adopts a specific feedback format for all students.
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ESL writers and feedback: giving more autonomy to students:
TL;DR: This article studied the effects of feedback on ESL writers and found that teachers sometimes override student concerns and decisions on use of feedback, even when peer feedback, which appears to allow for more student participation in the feedback process is involved, which may lead to students relinquishing control of their writing and revision processes, as well as their written products.