Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

Autor/inn/en	Madland, Colin; Richards, Griff
Titel	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Graduate Students; Study Habits; Cooperative Learning; Learning Activities; Peer Relationship; Peer Evaluation; Learning Strategies; Distance Education; Social Isolation; Mixed Methods Research; Student Attitudes; Scaffolding (Teaching Technique); Educational Benefits; Outcomes of Education; Asynchronous Communication; Computer Mediated Communication; Online Courses; Instructional Design; Interaction Process Analysis; Academic Achievement; Learning Processes; Learning Motivation; Group Unity; Developmentally Appropriate Practices; Cognitive Restructuring; Canada + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Study behavior; Study behaviour; Studienverhalten; Kooperatives Lernen; Lernaktivität; Peer-Beziehungen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Distance study; Distance learning; Fernunterricht; Soziale Isolation; Schülerverhalten; Bildungsertrag; Lernleistung; Schulerfolg; Computerkonferenz; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Prozessanalyse; Schulleistung; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Gruppenidentität; Entwicklungsbezogene Bildung; Kanada
Abstract	The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to academic achievement it was felt important to examine the way peer interaction can contribute to learning in a well-structured collaborative learning activity. This mixed-methods study (n = 31) examined both quantitative and qualitative aspects of student perceptions of the study buddy activity. While quantitative findings regarding depth of processing were inconclusive due to the small and homogeneous sample, qualitative analysis showed very high levels of learner support for the activity as well as evidence that the activity encouraged learners to approach their learning with greater depth. 88% of study buddies said they found the activity well worth their time, and would recommend it for other graduate courses. It is thought with greater scaffolding, the quality of buddy feedback might be improved. The few who did not appreciate the activity felt let down by a lack of buddy commitment to the process. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01