Computer-Supported Peer Commenting: A Promising Instructional Method to Promote Skill Development in Vocational Education

Autor/inn/en	Gavota, Monica Cristiana; Cattaneo, Alberto; Arn, Christoph; Boldrini, Elena; Motta, Elisa; Schneider, Daniel; Betrancourt, Mireille
Titel	Computer-Supported Peer Commenting: A Promising Instructional Method to Promote Skill Development in Vocational Education
Quelle	In: Journal of Vocational Education and Training, 62 (2010) 4, S.495-511 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Vocational Education; Skill Development; Teaching Methods; Knowledge Level; Job Skills; Peer Teaching; Work Environment; Peer Evaluation; Intervention; Apprenticeships; Instructional Design; Foreign Countries; Secondary School Students; Writing Assignments; Writing Skills; Cooperative Learning; Questionnaires; Dental Schools; Business Education; Switzerland; Program for International Student Assessment; Writing Apprehension Test + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Produktive Fertigkeit; Peer group teaching; Peer Group Teaching; Arbeitsmilieu; Apprenticeship; Lehre; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Sekundarschüler; Writing skill; Schreibfertigkeit; Kooperatives Lernen; Fragebogen; Wirtschaftserziehung; Wirtschaftspädagogik; Schweiz
Abstract	In vocational education, a challenging issue is to help apprentices build integrated knowledge from workplace training and school teaching. The present research proposes a learning design in which apprentices are required to write with a reciprocal peer-tutoring approach about situations they encountered in the workplace in order to help in building such articulation. Two studies were conducted in order to investigate the effect of peer-commenting learning designs that were elaborated in close collaboration with teachers, on the basis of both theoretical assumptions and field specificities. The findings showed that in both studies, apprentices were able to provide useful comments, corrections and revisions to their peers' entries and that the productions significantly improved as a result of these interventions. Furthermore, apprentices found the writing activity useful for learning and enjoyable. These studies provided insightful information regarding the implementation of computer-supported writing activities that can actually foster professional skill acquisition and development. Moreover, they illustrate a concrete learning design that could be adapted to any vocational education level and subject matter. (Contains 3 tables, 3 figures, and 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10