支持学习成绩的提高:在线小组评估的作用

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Education and Information Technologies Pub Date : 2024-07-30 DOI:10.1007/s10639-024-12907-5
Fengjuan Chen, Si Zhang, Qingtang Liu, Shufan Yu, Xiaojuan Li, Xinxin Zheng
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引用次数: 0

摘要

尽管在线互评被认为是提高学习成绩的一个关键因素,但对小组层面而非个人层面的学生互评的教学策略和分析却探索不足。在线小组评价(OGA)侧重于评价在线环境下的同伴小组工作。共有 64 名学生教师参与了这项研究,他们被分成多个四人小组。每个小组都需要合作完成一个教学设计,并参与 OGA 活动。我们使用技术教学内容知识(TPACK)量表来评估学生教师的教学设计,评价他们整合技术、教学法和内容知识的能力。在本研究中,我们将各组教学设计的 TPACK 分数视为其学习成绩。我们采用混合方法探讨了提供、接收和回复意见与小组学习成绩之间的相关性。结果表明,OGA 提高了小组的学习成绩。与接收和回应意见相比,提供意见与小组学习成绩的提高更有关联。此外,与提供其他类型的意见相比,提供信息性意见与小组学习成绩的关系更大。此外,创新性回应与小组学习成绩呈正相关,而吸收性回应与小组学习成绩呈负相关。最后,我们对 OGA 不同阶段的干预措施进行了讨论并提出了建议,以帮助今后设计和实施 OGA 活动。
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Supporting learning performance improvement: Role of online group assessment

Though online peer assessment is recognized as a critical factor in enhancing learning performance, pedagogical strategies and analysis of students’ peer assessment at the group level, rather than the individual level, are underexplored. Online group assessment (OGA) focuses on assessing peer-group work in an online environment. A total of 64 student teachers participated in this study, where they were divided into multiple groups of four. Each group was required to collaborate on completing an instructional design and engage in OGA activities. We utilized the Technological Pedagogical Content Knowledge (TPACK) scale to assess the instructional designs of student teachers, evaluating their ability to integrate technology, pedagogy, and content knowledge. In this research, we consider the TPACK scores of each group’s instructional design as their learning performance. The correlations between providing, receiving, and responding to comments and group learning performance were explored by adopting a mixed methods approach. The results indicated that OGA enhanced group learning performance. Providing comments was more associated with improved group learning performance than receiving and responding to them. Furthermore, providing informative comments was more associated with group learning performance than providing other types of comments. In addition, innovative responses were positively associated with group learning performance, while uptake responses were negatively associated with group learning performance. Finally, the discussion and suggestions of intervention for different stages of OGA are provided to help design and implement OGA activities in the future.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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