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ERIC Number: EJ948759
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0892-3647
An Analysis of Peer Review Response Types in Threaded Discussions of an Online Graduate Class
Molseed, Tim
American Journal of Distance Education, v25 n4 p254-267 2011
The effectiveness of a peer review process for online graduate students is predicated on a balance between "social"- and "task"-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the operational meaning of task response types. The social responses were further categorized as an "opinion/evaluative" or "anecdotal/reflective" comment and "task" responses subcategorized as either a "content" or "style" comment. The hypothesis that a significant difference would be found between the "social" and "task" responses was accepted as was the second hypothesis that there would be a significant difference between the "content" and "style" responses. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A