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引用次数: 3
摘要
在学术文献中，同伴反馈被理解为一个可以支持学习的互动和顺序过程。摘要本研究的目的是建构一个编码方案来分析大学混合课程中的同伴反馈。参与者包括11名学生(9F和2M)和neuch大学(CH)的课程讲师。在Moodle环境中提供的每个论坛中，学生们分组工作，在连续的阶段中完成项目元素，并从其他学生和讲师那里接收每个元素的反馈。两名独立评审员根据学生在论坛上提供的19条反馈信息中选出的41个部分，采用了编码方案的类别(积极方面、消极方面、问题、改进和其他)。结果表明，该编码方案在每条消息中对分析单元的识别(一致性指数为0.97)和分类对分析单元内容的应用(一致性指数为90%，Cohen’s K = 0.87)具有较高的可靠性。讨论了该工具的可能用途。
Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica
Peer feedback is understood in scholarly literature as an interactive and sequential process that can support learning. The aim of the present study was to construct a coding scheme to analyze peer feedback in a blended university course. Participants comprised eleven students (9F and 2M) and the course lecturer at the University of Neuchâtel (CH). In each of the forums provided in the Moodle environment, the students worked in groups to complete the project elements in successive phases, receiving feedback from the other students and the lecturer for each element. The categories of the coding scheme (Positive Aspects, Negative Aspects, Questions, Improvements, Others) were applied by two independent judges on 41 segments identified in 19 feedback messages provided by students in the forums. Results showed that the coding scheme has a high degree of reliability in the identification of the analysis unit in each message (Index of agreement equal to .97), and in the application of the categories to the content of the unit of analysis (Index of agreement equal to 90%, with Cohen’s K = .87). The possible uses of the tool are discussed.
期刊介绍：
Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.
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