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Journal Article

Peer Feedback in Learner‑Learner Interaction Practices. Mixed Methods Study on an xMOOC  pp122-135

Josemaria Elizondo-Garcia, Katherina Gallardo

© Jan 2020 Volume 18 Issue 2, Editor: Heinrich Söbke and Marija Cubric, pp114 - 206

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Abstract

Although xMOOCs have shown benefits due to their accessibility to expert knowledge, the quality of their pedagogical proposal remains contested. It has not yet been proven that online education’s learner‑learner interaction practices in xMOOCs generate an improvement in the quality of learning and academic achievement. Peer feedback is a practice that can enhance learning in an environment with diverse student profiles and limited instructor participation. The present mixed methods study was devoted to identifying the perceptions of xMOOC participants regarding learner‑learner interaction and feedback practices. In the Energy Saving course on MexicoX platform, 1,176 participants answered an initial survey, 486 participants answered a final survey and 14 participants were interviewed after completing the course. Results show that most of the participants are willing to interact with their peers and participate in peer feedback activities. Although, in practice its value for summative assessment is an important factor that may predict involvement. It is found that diversity of expertise level is not an obstacle for participants to interact. Rather, participants consider that they may benefit from diversity by assessing their peer assignments and learning different alternatives and strategies in which a problem can be solved. Further, it is identified that peer assessment activities are more adequate for providing feedback than discussion forums, since the first promotes an environment in which participants can observe the performance of their peers showed in a more complex assignment. The findings of this study allow us to analyse inherent and external factors that configure learner‑learner interaction and that affect peer feedback in xMOOCs. It is concluded that more research is needed in order to understand the effect of some factors that may affect peer interaction and peer feedback in xMOOCs and to propose better strategies to improve peer feedback effectiveness.

 

Keywords: feedback, peer feedback, peer review, discussion boards, learner-learner interaction, formative assessment, MOOC

 

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Journal Article

Blackboard Collaborated‑Based Instruction in an Academic Writing Class: Sociocultural Perspectives of Learning  pp337-346

Hlaviso Motlhaka

© Jan 2020 Volume 18 Issue 4, Editor: Heinrich Söbke and Marija Cubric, pp276 - 370

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Abstract

Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated‑Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky’s sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first‑year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated‑Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic essay through peer feedback. The findings also provide an insight into how learning academic writing skills is facilitated by scaffolding between peers wherein Blackboard Collaborated‑Based Instruction serves as a mediator in students’ development of academic writing.

 

Keywords: Blackboard Collaborated-Based Instruction, Vygotsky’s sociocultural framework, collaborative writing tasks, academic writing, peer feedback

 

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Journal Issue

Volume 18 Issue 2 / Feb 2020  pp114‑206

Editor: Heinrich Söbke, Marija Cubric

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Keywords: Blended learning; constructivism, behaviourism, objectivism, learning theory, context, feedback, peer feedback, peer review, discussion boards, learner-learner interaction, formative assessment, MOOC, e-learning, technology acceptance model, Educational data mining, Moodle, social media, Facebook, clustering, decision trees

 

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