The DOI matches its Crossref record; 54 of the 54 references it cites were found in a registry or an index.
Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
Abstract
Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners’ positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers’ work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners’ interpersonal beliefs in peer-feedback activity and their feedback quality.
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“For those receiving e-PF, the results accord with the previous observations (e.g., Ching & Hsu, 2016; Nicol et al., 2014; Novakovich, 2016), indicating that their cognitive awareness is heightened.”
From Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context (2020) · cites this paper as Ching & Hsu, 2016
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Research works printed but not linked: 1
- Getchell, K., & Amicucci, A. N. (2014). Responding with the Golden Rule: A cross-institutional peer review experiment. Teaching English in the Two-Year College, 42(1), 55-64.
Cited by
A systematic review on peer assessment: intrapersonal and interpersonal factors
Panadero, E., Alqassab, M., Fernández Ruiz, J., & Ocampo, J. C. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2164884 · Cited by 80
Pham, T. N., Lin, M., Trinh, V. Q., & Bui, L. T. P. (2020) · SAGE Open · doi:10.1177/2158244020914554 · Cited by 68
“For those receiving e-PF, the results accord with the previous observations (e.g., Ching & Hsu, 2016; Nicol et al., 2014; Novakovich, 2016), indicating that their cognitive awareness is heightened.”
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Metadata
- Authors
- Ching, Y.-H., & Hsu, Y.-C.
- Venue
- The International Review of Research in Open and Distributed Learning
- Publisher
- Athabasca University Press
- Published
- 2016-03-01
- Volume
- 17
- Issue
- 2
- ISSN
- 1492-3831
- Cited by
- 16
- References
- 54
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- Ching, Y.-H., & Hsu, Y.-C. (2016). Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study. The International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v17i2.2221
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