Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study

Date

2022-10-01

Author

Alemdağ, Ecenaz
Yıldırım, Zahide

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

234
views

0
downloads

© 2022 Elsevier LtdProviding quality peer feedback and processing and using the received feedback are cognitively challenging activities of formative peer assessment (FPA) for students. The use of technological tools involving theoretically-grounded instructional scaffolds can be one promising solution to support these activities. Accordingly, this mixed methods research utilized scaffolds in an online environment that can activate self-regulated and co-regulated learning during FPA and investigated their impact on peer feedback provision and uptake. It included 70 ninth-grade students assigned into two groups to perform FPA activities for two writing tasks either with online regulation scaffolds (ORS) or without them. Using a new online FPA environment developed by the authors, they composed a story and poem in the first and second writing tasks, respectively. Results regarding peer feedback provision revealed that feedback in the group using ORS was briefer in two writing tasks, but it had significantly higher quality in the first writing task. In terms of feedback uptake, ORS led to more likelihood of reading peer feedback in the first writing task, but the percentage of students revising their performance was similar independent of ORS. Students’ experiences highlighted the role of feedback requests and goal setting and planning. Besides ORS, qualitative results called attention to the influence of task, learner, and feedback characteristics. Overall, this study concludes that ORS can be beneficial for improving peer feedback provision and uptake, especially in the first FPA practices for complex performance tasks. Moreover, it contributes to the development of the FPA model and guides the instructional design of online FPA environments with empirical evidence.

Subject Keywords

Cooperative/collaborative learning, Pedagogical issues, Secondary education, Teaching/learning strategies

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85132534454&origin=inward
https://hdl.handle.net/11511/99325

Journal

Computers and Education

DOI

https://doi.org/10.1016/j.compedu.2022.104574

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Effectiveness of context based approach through 5E learning cycle model on students' understanding of chemical reactions and energy concepts and their motivation to learn chemistry Çiğdemoğlu, Ceyhan; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The aim of study was to investigate the effect of context-based approach (CBA) through 5E learning cycle (LC) model over traditional instruction on students’ understanding, achievement, and chemical literacy on chemical reactions and energy concepts. The effect of instruction on students’ motivation to learn chemistry and the factors of motivation questionnaire were also explored. Additionally, the effect of gender difference was investigated. Six eleventh grade classes with 187 students taught by three tea...
Effectiveness of 5E learning cycle model on hihg school students' understanding of solubility equilibrium concept Aydemir, Nurdane; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students’ understanding of solubility equilibrium concept, students’ perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test ...
A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning Ataş, Amine Hatun; Delialioğlu, Ömer (2018-01-01) The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done ba...
Effect of cooperative learning based on conceptual change conditions on motivation and understanding of reaction rate Taştan, Özgecan; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2009) The present study mainly focuses on the effect of cooperative learning based on conceptual change conditions to remedy 11th grade students’ misconceptions related to reaction rate. Also, effect of this method on their motivation was investigated. A total of 110 eleventh grade students participated in the study. Two schools in Ankara and two classes being instructed by the same teacher in each school were included in the sample. One of the classes was randomly assigned as a control group instructed by tradit...
Effect of structuring cooperative learning based on conceptual change approach on students' understanding of the concepts of mixtures and their motivation Belge Can, Hatice; Boz, Yezdan; Department of Secondary Science and Mathematics Education (2013) The purpose of this study is to investigate the effect of structuring cooperative learning based on conceptual change approach on grade nine students’ understanding the concepts of mixtures and their motivation, compared to traditional instruction. Mixtures Concept Test (MCT), self-efficacy for learning and performance, task value, control of learning beliefs, and test anxiety sub-scales of Motivated Strategies for Learning Questionnaire (MSLQ), and mastery approach goals, mastery avoidance goals, performan...

Citation Formats

E. Alemdağ and Z. Yıldırım, “Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study,” Computers and Education, vol. 188, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85132534454&origin=inward.