Investigating Incentives for Students to Provide Peer Feedback in a Semi-Open Online Course: An Experimental Study

German Neubaum, Astrid Wichmann, S. Eimler, N. Krämer
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引用次数: 13

Abstract

In open online learning courses such as MOOCs, peer feedback has been regarded as a powerful method to give elaborated feedback on weekly assignments. Yet motivating students to invest effort in peer feedback on top of existing work load is difficult. Students might give insufficient feedback or do not give feedback at all. Students' hesitation to provide feedback might be related to the lack of visibility of spent effort during feedback provision. Alternatively, students might provide less feedback due to lack of perceived benefits. In this study, we investigated the effect of two incentive types on peer feedback provision on weekly assignments. In total, 91 students enrolled in a semi-open online course were announced to receive either (1) a peer rating on their feedback or (2) open access to assignment solutions or (3) no incentive. Results indicate that the incentive type did not affect feedback provision in general, yet it had an impact on the content of the feedback. Students receiving (1) a rating-feedback incentive wrote longer and more specific feedback in comparison to students receiving (2) an information-access incentive or (3) no incentive. Results contribute to findings from peer assessment research that students are more likely to provide detailed feedback if students feel that feedback is attended to. Furthermore, results inform teachers and practitioners on how to encourage students to provide peer feedback in open learning environments.
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半开放在线课程中学生提供同伴反馈的动机调查:一项实验研究
在mooc等开放式在线学习课程中,同伴反馈被视为对每周作业给出详细反馈的有力方法。然而,在现有的课业负担之外,激励学生在同伴反馈上投入精力是很困难的。学生可能会给出不充分的反馈,或者根本不给出反馈。学生在提供反馈时的犹豫可能与反馈过程中所付出的努力缺乏可见性有关。或者,学生可能会因为缺乏感知到的好处而提供较少的反馈。在本研究中,我们调查了两种激励类型对周作业同伴反馈提供的影响。总共有91名参加了半开放在线课程的学生被宣布接受(1)对他们的反馈进行同行评级;(2)对作业解决方案进行开放访问;或(3)没有奖励。结果表明,激励类型一般不影响反馈的提供,但对反馈的内容有影响。与接受(2)信息获取激励或(3)没有激励的学生相比,接受(1)评分反馈激励的学生写的反馈更长、更具体。结果有助于同行评估研究的发现,如果学生感到反馈得到重视,他们更有可能提供详细的反馈。此外,结果告诉教师和从业者如何鼓励学生在开放的学习环境中提供同伴反馈。
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