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ERIC Number: ED485111
Record Type: Non-Journal
Publication Date: 2004-Oct
Pages: 12
Abstractor: Author
Reference Count: 19
Using Peer Feedback to Enhance Student Meaningful Learning
Li, Lan; Steckelberg, Al
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
This study was designed primarily to investigate the impact of anonymous peer feedback on student meaningful learning in higher education. Forty-seven students from three undergraduate classes from a central US university participated in this study. Students were asked to build a web-based project. In the experimental group, technology-mediated peer review and feedback were provided for students to use in improving their projects prior to instructor assessment. The control group received no peer feedback. Students' projects were independently evaluated and analyzed. Results indicated that there was no significant difference on project quality between the control and experimental groups. However, post-assessment survey indicated that students had generally positive perceptions of this process.
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A