Literaturnachweis - Detailanzeige
| Autor/in | Molseed, Tim |
|---|---|
| Titel | An Analysis of Peer Review Response Types in Threaded Discussions of an Online Graduate Class |
| Quelle | In: American Journal of Distance Education, 25 (2011) 4, S.254-267 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0892-3647 |
| DOI | 10.1080/08923647.2011.618401 |
| Schlagwörter | Graduate Students; Peer Evaluation; Criteria; Critical Thinking; Inservice Teacher Education; Education Courses; Portfolios (Background Materials); Discussion; Computer Mediated Communication; Web Based Instruction; Distance Education; Content Analysis; Discourse Analysis |
| Abstract | The effectiveness of a peer review process for online graduate students is predicated on a balance between "social"- and "task"-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the operational meaning of task response types. The social responses were further categorized as an "opinion/evaluative" or "anecdotal/reflective" comment and "task" responses subcategorized as either a "content" or "style" comment. The hypothesis that a significant difference would be found between the "social" and "task" responses was accepted as was the second hypothesis that there would be a significant difference between the "content" and "style" responses. (Contains 2 tables.) (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 | 2017/4/10 |
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