Proceedings Article•
The effects of online peer feedback supported by argumentation instruction with worked example and argumentative scripts on students’ learning outcomes
21 Jul 2019-pp 150772
TL;DR: This paper investigated the effects of online peer feedback supported by argumentation instruction with worked example and argumentative scripts on students' argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences.
Abstract: This study investigates the effects of online peer feedback supported by argumentation instruction with worked example and Argumentative scripts on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition in the field of educational sciences. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted peer feedback, Instruction with worked example, scripted peer feedback). To do so, an online peer feedback system was designed and developed. They were then asked to write and argumentative essay (individually), to engage in argumentative peer feedback with their learning partner (collaboratively), and finally to revise their essays based on feedback which received (individually). The findings indicate that the online peer feedback supported by argumentative scripts outperformed other two conditions in terms of argumentative essay writing, argumentative feedback quality and students’ learning. Implications, limitations and suggestions for future research are discussed.
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01 Dec 2019
TL;DR: The result of the preliminary experiment suggests that the approach is effective for identifying students’ incomprehension and it is shown that the identified incomprehensible parts allow people to teach each other.
Abstract: Peer learning is a known effective method of education, which involves people teaching each other. Usually, peer learning requires dedicated facilitators, but it is not always possible to have them in some situations such as in classes with a large number of students and in crowdsourcing settings. This paper addresses the question whether there is a way through which people can teach each other without dedicated facilitators. A key issue is to allow people to identify their own incomprehension. We applied a microtask approach to the problem and verified that the developed workflow was effective. The result of our preliminary experiment suggests that the approach is effective for identifying students’ incomprehension. We also show that the identified incomprehensible parts allow people to teach each other.
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Cites background from "The effects of online peer feedback..."
...It has been found that when students give peer feedback on essays according to scripts, the quality of learning results and feedback itself improves compared to conditions without scripts or conditions that only show actual examples [3]....
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