ERIC Number: EJ1089582
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: N/A
Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms
Luo, Tian
Innovations in Education and Teaching International, v53 n2 p156-166 2016
The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience. The findings suggested that students participated actively in the microblogging-based peer feedback sessions. Although Twitter supported cognitive and corrective feedback, affective feedback was dominant. Student interaction on Twitter tended to be brief and involve low-level cognitive thinking in unguided, naturalistic learning contexts. Overall, students had a positive attitude towards using Twitter for peer feedback. Problems such as distraction and information overload were also identified.
Descriptors: Undergraduate Students, Student Journals, Web Sites, Electronic Publishing, Electronic Journals, Peer Evaluation, Feedback (Response), Social Networks, Student Attitudes, Affective Behavior, Interaction, Positive Attitudes, Attention Control, Cognitive Processes, Difficulty Level, Web 2.0 Technologies, Content Analysis, Likert Scales, Coding, Computer Mediated Communication, Case Studies, Qualitative Research, Statistical Analysis, Student Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A