دورية أكاديمية
أعرض في EDS

Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation

التفاصيل البيبلوغرافية
العنوان: Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation
اللغة: English
المؤلفون: Yu, Fu-Yun, Wu, Chun-Ping
المصدر: Educational Technology & Society. 2016 19(3):234-246.
الإتاحة: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Peer Reviewed: Y
Page Count: 13
تاريخ النشر: 2016
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Peer Evaluation, Feedback (Response), Elementary School Students, Grade 5, Questioning Techniques, Regression (Statistics), Foreign Countries, Educational Technology, Technology Uses in Education, Web Based Instruction, Correlation
مصطلحات جغرافية: Taiwan
تدمد: 1436-4522
مستخلص: The research objectives of this study were to examine the individual and combined predictive effects of the quality of online peer-feedback provided and received on primary school students' quality of question-generation. A correlational study was adopted, and performance data from 213 fifth-grade students engaged in online question-generation and peer assessment for six weeks were analysed using hierarchical multiple regression, with the dependent variable of scores on question-generation and independent variables of scores on peer-feedback provided and received. The results from the two-step hierarchical regression analysis indicated that the quality of peer-feedback provided and received, respectively, predicted students' quality of question-generation. Furthermore, the results from the three-step hierarchical regression analysis showed that the quality of peer-feedback provided and received in combination also predicted students' quality of question-generation. Details of the significance of this study are provided, as well as suggestions for instructional implementations.
Abstractor: As Provided
Number of References: 27
Entry Date: 2016
URL الوصول: http://www.ifets.info/journals/19_3/21.pdf
رقم الأكسشن: EJ1107411
قاعدة البيانات: ERIC
الوصف
تدمد:1436-4522