Fostering Critical Thinking and Reflection through Blog-Mediated Peer Feedback

Autor/in	Novakovich, J.
Titel	Fostering Critical Thinking and Reflection through Blog-Mediated Peer Feedback
Quelle	In: Journal of Computer Assisted Learning, 32 (2016) 1, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12114
Schlagwörter	Critical Thinking; Reflection; Student Journals; Electronic Journals; Social Networks; Computer Mediated Communication; Peer Evaluation; Feedback (Response); Quasiexperimental Design; College Students; Writing (Composition); Writing Evaluation; Writing Skills; Writing Workshops; Grades (Scholastic); Scores; Statistical Significance; Editing; Learning Processes; Writing Processes; Outcomes of Education; Computer Software; Computer Literacy; Foreign Countries; Likert Scales; Pretests Posttests; Canada + Suchen Sie Ihr Suchwort? Kritisches Denken; Studentenzeitung; E-Journal; Social network; Soziales Netzwerk; Computerkonferenz; Collegestudent; Schreibübung; Writing skill; Schreibfertigkeit; Notenspiegel; Redaktion; Textbearbeitung; Learning process; Lernprozess; Lernleistung; Schulerfolg; Computerkenntnisse; Ausland; Likert-Skala; Kanada
Abstract	The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there were meaningful differences in the quality of writing and peer feedback generated through in-class draft workshops using traditional methods as compared to draft workshops using a blogging platform. The results indicated that blogs produced a higher quality of writing as measured by grades, f(42)?=?11.512, p?<?0.002 and acceptance scores, f(42)?=?8.364, p?<?0.006. Furthermore, blog-mediated peer workshops produced a statistically significantly higher number of critical comments, f(42)?=?120.438, p?<?0.000; and directive comments, f(42)?=?33.861, p?<?0.000. There were no statistically significant differences in the number of editing comments, f(42)?=?0.001, p?<?0.974, and traditional draft workshops produced a statistically significant higher number of naïve comments, f(42)?=?14.119, p?<?0.001. Within the study, critical comments were found to correlate positively with learning outcomes, b?=?1.115, t(41)?=?2.716, p?<?0.01. The findings suggest that blogging software improved learner performance and fostered complex literacy skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01