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PROMOTING PEER FEEDBACK IN COMPUTER-SUPPORTED ENVIRONMENTS Timothy HEW Khe Foon Sciences of Learning Seminar The University of Hong Kong February 12 th 2015

Hew sol february 12 2015

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Page 1: Hew sol february 12 2015

PROMOTING PEER FEEDBACK IN COMPUTER-SUPPORTED

ENVIRONMENTSTimothy HEW Khe FoonSciences of Learning SeminarThe University of Hong Kong

February 12th 2015

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OVERVIEW• Why computer-supported discussion?• Challenges of computer-supported

discussion• Promoting peer feedback• Sustaining peer feedback• Enhancing higher levels of peer feedback

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WHAT DOES FEEDBACK MEAN?

• Building on David Carless…

As comments thatprovide information about performance

ORAs entering into dialogues (incl. questions)

around student work or topic being discussed

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WHY COMPUTER-SUPPORTED DISCUSSION?

• Contemporary educational theory favors the use of peer learning environments that emphasize student feedback.

• Limitations of f2f classroom feedback• One possible solution – use of social technology

tools (e.g. asynchronous online discussion forums) enable students to interact beyond their classrooms settings

• I have been studying online forums since year 2000.

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BUT FIRST…• How accurate is peer feedback?• Is it the case of the ‘blind leading the

blind’?• Peer feedback results correlate well with

instructor ratings in both conventional classrooms and online courses (e.g., Bouzidi & Jaillet, 2009)

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TYPICAL PROBLEMS• Students hardly contribute in the forums (Hewitt,

2005; Wan & Johnson, 1994).• Students do not necessary give in-depth

feedback(Burt, Grady, & McMann, 1994; Bullen, 1998; Hew & Cheung, 2003; Khine, Yeap, & Tan, 2003; Landsman & Gorski, 2007).

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AIM OF PRESENTATION• To share my findings as well as other scholars

conducted within the last 15 years:• How to increase peer feedback?• How to sustain peer feedback?• How to foster higher-levels of peer feedback?

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MAIN RESULTS• 6 major motivators

• Type of discussion topic• Performance-linked incentive (e.g., award of

marks)• Personal gain• Social capital• Sense of enjoyment• Type of response from other participants

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MAIN RESULTSTopics should be:• Should be open-ended • Preferably controversial• Directly relates to students’ experience or livelihoodRespondents should:• Give timely response (within 24 hours)• Reply courteously (e.g., agree to disagree if

necessary)• Limit length of response to the length of a typical

abstract (150-200 words)

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A SYNTHESIS OF CURRENT LITERATURE

On promoting the number of peer feedback in a computer-supported discussion

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SUSTAINING PEER FEEDBACK

• Why study “sustain”?• Sustained feedback, typically characterized by long

threads, help students to explore different perspectives, negotiate issues, and create mutual understandings.

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MAIN FACTORS

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HIGHER-LEVELS OF FEEDBACK

Level Description1 Mere sharing of ideas2 Exploring dissonance, disagreement among opinions3 Negotiating, identifying areas of agreement4 Testing statements against existing experiences, formal

data collected, and literature5 Applications of new knowledge, and students’ self-

reflective statement(s) that illustrate their knowledge or ways of thinking have changed as a result of the online interaction

Gunawardena, Lowe, & Anderson (1997)

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MAIN FACTORS

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A WORD ABOUT AUDIO FEEDBACK

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MAIN FINDINGS

• Students generally prefer text-based to audio-based feedback

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THANK YOU