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AutorenWichmann, Astrid; Funk, Alexandra Laura; Rummel, Nikol
TitelMaximizing benefit of peer-feedback to increase feedback uptake in academic writing.
QuelleAus: Lindwall, Oskar (Hrsg.); Häkkinen, Päivi (Hrsg.); Koschmann, Timothy (Hrsg.), Tchounikine, Pierre (Hrsg.), Ludvigsen, Sten (Hrsg.): Exploring the material conditions of learning the Computer Supported Collaborative Learning (CSCL) conference 2015. 1. 11 th International Conference on Computer Supported Collaborative Learning, June 7-11, 2015, Gothenburg, Sweden, the University of Gothenburg. Gothenburg: The International Society of the Learning Sciences (2015) S. 411-418
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BeigabenTabelle; Illustrationen; Literaturangaben
Spracheenglisch
Dokumenttypgedruckt; online; Sammelwerksbeitrag
ISBN978-0-9903550-6-9
SchlagwörterPeer Group; Bewertung; Feed-back; Schreiben
AbstractRevising text is an essential part of the writing process. Yet, inexperienced writers revise their texts too superficially. Peer-feedback has become a popular method to provide elaborate and timely feedback to students during writing. Though peer-feedback has shown promising results, studies also indicate that students have problems benefitting from feedback, resulting in a lack of feedback uptake and little revision. Students might need to be facilitated to make sense of feedback and reflect more deeply on it. The study investigated the effect of sense-making support on revision skills and feedback uptake. Altogether, 73 university students were assigned to a condition either with or without sensemaking support. Results showed no effect on revision skills, yet results of content-analysis yielded a significant effect concerning feedback uptake. Students in the condition with sense-making support made less new errors and rejected more incorrect feedback. Sense-making support appeared to help students to some extent to maximize benefit from peer-feedback. (Orig.).
Erfasst vonExterner Selbsteintrag
UpdateNeueintrag 2019-03
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