Effects of high level prompts and peer assessment on online learners' reflection levels

Computers and Education

Volumn 52, Issue 2, 2009, Pages 283-291

  Chen, Nian Shing ^a   Wei, Chun Wang ^b   Wu, Kuen Ting ^a   Uden, Lorna ^c  

^a NATIONAL SUN YAT SEN UNIVERSITY   (Taiwan)

^b FAR EAST UNIVERSITY   (Taiwan)

^c STAFFORDSHIRE UNIVERSITY   (United Kingdom)

Author keywords

Distance education and telelearning; Improving classroom teaching; Interactive learning environments; Reflection; Teaching learning strategies

Indexed keywords

DISTANCE EDUCATION; E-LEARNING; INTERNET; ONLINE SYSTEMS; REFLECTION; SCHOOL BUILDINGS; TEACHING;

HIGH QUALITIES; HIGHER EDUCATION INSTITUTIONS; IMPROVING CLASSROOM TEACHING; INTERACTIVE LEARNING ENVIRONMENTS; LEARNING PERFORMANCES; LEARNING PROCESSES; MAIN FACTORS; MODERATING EFFECTS; ON-LINE LEARNINGS; ONLINE LEARNING ENVIRONMENTS; PEER ASSESSMENTS; TEACHING AND LEARNINGS; TEACHING/LEARNING STRATEGIES; UNIVERSITY STUDENTS;

EDUCATION;

EID: 57849146455     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2008.08.007     Document Type: Article

References (38)

1. Aleven V.A., and Koedinger K.R. An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 26 2 (2002) 147-179
2. Altman D. Practical statistics for medical research (1991), Chapman and Hall, London
3. Bain J.D., Ballantyne R., Packer J., and Mills C. Using journal writing to enhance student teachers' reflectivity during field experience placements. Teachers and Teaching 5 1 (1999) 51-73
4. Bandura A. Social foundations of thought and action: A social cognitive theory (1986), Prentice-Hall, Englewood Cliffs, NJ
5. Baron R.M. Criticism (informal negative feedback) as a source of perceived unfairness in organizations: Effects, mechanisms, and countermeasures. In: Cropanzano R. (Ed). Justice in the workplace: Approaching fairness in human resource management (1993), Erlbaum, Hillsdale, NJ 155-170
6. Borkowski J., Carr M., Rellinger E., and Pressley M. Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In: Jones B.F., and Idol L. (Eds). Dimensions of thinking and cognitive instruction (1990), Lawrence Erlbaum, Hillsdale, NJ 53-92
7. Boud D., Keogh R., and Walker D. What is reflection in learning?. In: Boud D., Keogh R., and Walker D. (Eds). Reflection: Turning experience into learning (1985), Kogan Page, London 7-17
8. Butler D.L., and Winne P.H. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65 3 (1995) 245-281
9. Chi M.T.H., de Leeuw N., Chiu M., and Lavancher C. Eliciting self-explanations improves understanding. Cognitive Science 18 3 (1994) 439-477
10. Davis E.A. Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education 20 8 (2000) 819-837
11. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process (1933), Houghton Mifflin Company, Boston
12. Fernsten L., and Fernsten J. Portfolio assessment and reflection: Enhancing learning through effective practice. Reflective Practice 6 2 (2005) 303-309
13. Fisher C.D. Transmission of positive and negative feedback to subordinates: A laboratory investigation. Journal of Applied Psychology 64 5 (1978) 533-540
14. Graesser A.C., and Person N.K. Question asking during tutoring. American Educational Research Journal 31 1 (1994) 104-137
15. Harvey L., and Knight P. (1996), Open University Press, Buckingham, UK
16. Hirshman E., and Bjork R. The generation effect: Support for a two-factor theory. Journal of Experimental Psychology: Learning Memory and Cognition 14 3 (1988) 484-494
17. Huang Y.H., Roetting M., McDevitt J.R., Melton D., and Smith G.S. Feedback by technology: Attitudes and opinions of truck drivers. Transportation Research Part F: Traffic Psychology and Behaviour 8 4-5 (2005) 277-297
18. Humphreys P., Greenan K., and McIlveen H. Developing work-based transferable skills in a university environment. Journal of European Industrial Training 21 2 (1997) 63-69
19. King A. Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal 31 2 (1994) 338-368
20. Knowledge is power editors (1994). Human body exploration. Taipei: In-Her Publisher.
21. Lee A.Y., and Hutchison L. Improving learning from examples through reflection. Journal of Experimental Psychology: Applied 4 3 (1998) 187-210
22. McKendree J. Effective feedback content for tutoring complex skills. Human Computer-Interaction 5 4 (1990) 381-413
23. McNamara D.S. SERT: Self-explanation reading training. Discourse Processes 38 1 (2004) 1-30
24. McNamara D.S., O'Reilly T.P., Best R.M., and Ozuru Y. Improving adolescent student' reading comprehension with iSTART. Journal of Educational Computing Research 34 2 (2006) 147-171
25. Piaget J. Extracts from Piaget's theory. In: Mussen P.H. (Ed). Manual of child psychology (1970), Wiley, London 703-732
26. Redfield D.L., and Rousseau E.W. A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research 51 2 (1981) 237-245
27. Saito H., and Miwa K. Construction of a learning environment supporting learners' reflection: A case of information seeking on the Web. Computers & Education 49 2 (2007) 214-229
28. Seale J.K., and Cann A.J. Reflection on-line or off-line: The role of learning technologies in encouraging students to reflect. Computers & Education 34 3-4 (2000) 309-320
29. Soloman J. New thoughts on teacher education. Oxford Review of Education 13 3 (1987) 267-274
30. Sung Y.T., Chang K.E., Chiou S.K., and Hou H.T. The design and application of a web-based self- and peer-assessment system. Computers & Education 45 2 (2005) 187-202
31. Topping K.J. Peer assessment between students in colleges and universities. Review of Educational Research 68 3 (1998) 249-276
32. Topping K.J., and Ehly S.W. Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation 12 2 (2001) 113-132
33. Tsai C.C., Lin S.S.J., and Yuan S.M. Developing science activities through a networked peer assessment system. Computers & Education 38 1-3 (2002) 241-252
34. Tseng S.C., and Tsai C.C. On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers & Education 49 4 (2007) 1161-1174
35. Van der Pol J., Admiraal W., and Simons P.R.J. The affordance of anchored discussion for the collaborative processing of academic texts. International Journal of Computer-Supported Collaborative Learning 1 3 (2006) 339-357
36. Van Manen M. Linking ways of knowing with ways of being practical. Curriculum Inquiry 6 3 (1977) 205-228
37. Vygotsky L.S. Mind in society: The development of higher psychological process (1978), Harvard University Press, Cambridge, MA
38. Wolfe M.B.W., and Goldman S.R. Relations between adolescents' text processing and reasoning. Cognition and Instruction 23 4 (2005) 467-502