Journal ArticleDOI
Relations between scripted online peer feedback processes and quality of written argumentative essay
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The findings reveal that successful students and groups differ in terms of their feedback quality than less-successfulStudents and groups, which implies that when students engage in high-quality, elaborated and justified peer feedback processes, they write high- quality argumentative essays.Abstract:
Teachers often complain about the quality of students' written essays in higher education. This study explores the relations between scripted online peer feedback processes and quality of written argumentative essay as they occur in an authentic learning situation with direct practical relevance. Furthermore, the effects of the online argumentative peer feedback script on students' written argumentative essay are studied. A pre-test, post-test design was used with 189 undergraduate students who were assigned to groups of three. They were asked to explore various perspectives, and the ‘pros and cons’ on the topic of ‘Genetically Modified Organisms (GMOs)’ in order to write an argumentative essay in the field of biotechnology. The findings reveal that successful students and groups differ in terms of their feedback quality than less-successful students and groups. This implies that when students engage in high-quality, elaborated and justified peer feedback processes, they write high-quality argumentative essays. Furthermore, the results show that the online argumentative peer feedback script enhances the quality of students' written argumentative essay. Explanations for these results, limitations, and recommendations for further research are provided.read more
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Using gamification to support learning English as a second language: a systematic review
TL;DR: In this paper, gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice.
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The impact of formative peer feedback on higher education students' academic writing: a Meta-Analysis
TL;DR: In this paper, a quantitative synthesis for the impact that peer feedback has on students' writing is presented, however, a quantitative evaluation of the impact of peer feedback on academic writing tasks in higher education is still lacking.
Journal ArticleDOI
Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding Through Adaptive Fading
Omid Noroozi,Omid Noroozi,Paul A. Kirschner,Paul A. Kirschner,Harm J. A. Biemans,Martin Mulder +5 more
TL;DR: This paper presents a guideline for second-order argument scaffolding using diagnosis of the student’s internal argumentative script and offering adaptive external support and various fading mechanisms to ensure that learners actually understand, learn, and apply targeted argumentation activities in similar situations.
Journal ArticleDOI
Fostering oral presentation competence through a virtual reality-based task for delivering feedback
Stan van Ginkel,Judith Gulikers,Harm J. A. Biemans,Omid Noroozi,Mila Roozen,Tom Bos,Richard van Tilborg,Melanie van Halteren,Martin Mulder +8 more
TL;DR: The effectiveness of a virtual reality-based task in which first-year undergraduate students practiced their presentation in a virtual environment and received feedback produced by the system was examined, revealing significant improvements from pre-test to post-test in all three presentation competence components.
Journal ArticleDOI
How does online peer feedback improve argumentative essay writing and learning
TL;DR: 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.
References
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