DescriptionIn a virtual learning environment based on asynchronous written communication, writing is an essential tool, and usually it is the only evidence that instructors have of students’ learning. But despite being a routine activity, it is not always taught explicitly nor are orientations given to students. One specific support is the feedback on student performance, even though it is known that not all types of feedback are effective and contributes to students’ performance. The research that UOC and CELSTEC are conducting seeks to answer three questions: a) which kind of feedback and peer feedback contributes to improving students’ writing performance in a collaborative, written, and asynchronous communication environment? b) what is the effect of specific feedback and peer feedback in students’ learning (conceptual knowledge and application knowledge)? and c) which kind of feedback or peer feedback has an effect on students’ knowledge transfer (long term effect on individual writing)?Results concerning the first aim will be presented. A quasi-experimental study with 140 participants was conducted. Students were distributed in team-groups with different conditions: type of feedback (corrections, epistemic, suggestions, and epistemic+suggestions), and the sender (instructor and/or peers). It will be discussed how contrary to our previous hypothesis, epistemic feedback contributes to higher scores in the final collaborative text, and the implications for online teaching practice to help students develop both their writing and collaborative skills, both essential in Higher Education.
|Period||31 May 2011|
|Event title||Learning & Cognition meeting|