Exploring Students' Behavioural Patterns during Online Peer Assessment from the Affective, Cognitive, and Metacognitive Perspectives: A Progressive Sequential Analysis

Autor/inn/en	Cheng, Kun-Hung; Hou, Huei-Tse
Titel	Exploring Students' Behavioural Patterns during Online Peer Assessment from the Affective, Cognitive, and Metacognitive Perspectives: A Progressive Sequential Analysis
Quelle	In: Technology, Pedagogy and Education, 24 (2015) 2, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2013.822416
Schlagwörter	Behavior Patterns; Student Behavior; Metacognition; Peer Evaluation; Computer Assisted Testing; Affective Behavior; Cognitive Psychology; Learning Processes; Content Analysis; Statistical Analysis; Sequential Approach; College Students; Behavior Change; Feedback (Response); Cognitive Processes; Film Study; Video Technology; Behavioral Science Research; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung; Kognitive Psychologie; Learning process; Lernprozess; Inhaltsanalyse; Statistische Analyse; Schrittfolge; Collegestudent; Cognitive process; Kognitiver Prozess; Filmkurs; Ausland
Abstract	Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of quantitative content analyses and progressive sequential analyses to explore 65 university students' behavioural transition patterns from the three perspectives when they engage in an online peer assessment over two weeks. The findings show that the students mostly offer positive affective feedback but offer relatively less cognitive or metacognitive feedback. As the activity progresses, they increasingly display cognitive and metacognitive thinking in their feedback as well as increased negative affective feelings. While cognitive-oriented and metacognitive-oriented feedback is frequently provided to the groups who performed better, feedback for the groups who performed worse revealed more questions about direction. Further instructional guidance and system design suggestions are proposed for the implementation of online peer assessment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01