ESL students’ experiences of online peer feedback

With the popularity of computer technology, online peer feedback has become common in university writing classes. This paper reports an exploratory study of 22 English as a Second Language (ESL) students’ experiences of online peer feedback in a sheltered credit course at a western-Canadian university. Based on analyses of the electronic feedback (e-feedback) participants received, comparisons of their initial and revised drafts, and follow-up interviews, the study shows that e-feedback, while eliminating the logistical problems of carrying papers around, retains some of the best features of traditional written feedback, including a text-only environment that pushes students to write balanced comments with an awareness of the audience's needs and with an anonymity that allows peers to make critical comments on each others’ writings. However, the participating ESL students expressed little confidence in peer commenting in general. Some shied away from the demand to express and clarify meaning, which turned online peer feedback into a one-way communication process, leaving a high percentage of peer comments not addressed. An intervention of face-to-face class discussion with teacher's guidance to clarify comments in question is suggested to maximize the effect of online peer feedback.     

A study on the use of computerized concept mapping to assist ESL learners’ writing

This study aims to examine the effect of using computerized concept maps during the pre-writing phase on learners’ writing performance. The research questions were: (1) What are the impacts of different computerized concept mapping treatments (no-mapping, individual-mapping, and cooperative-mapping) on writing performance for learners of different writing proficiencies (high-level, middle-level, and low-level)? (2) Does the quality of the concept maps constructed cooperatively exceed the quality of the concept maps constructed individually? (3) Does the map quality correlate to the learner’s writing performance?     

Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions

In this study, we explore the cognitive style profiles and linguistic patterns of self-organizing groups within a web-based graduate education course to determine how cognitive preferences and individual behaviors influence the patterns of information exchange and the formation of communication hierarchies in an online classroom. Network analysis was performed on communication data collected from 1131 student messages posted in 19 asynchronous online discussion forums to determine centrality, clique membership, and core-periphery structure in the communication networks. The social network data were examined in relation to the students' cognitive style profiles, which were assessed using the Kirton Adaption-Innovation Inventory (KAI) (32 and 33). The cognitive style composition of small cliques (dyadic and triadic) was found to be highly heterogeneous, often with large cognitive gaps between clique members, which suggests that web-based environments may mask cognitive style differences that have been shown to create conflict in face-to-face interactions. In addition, the cognitive style mean of the students in the core of the network was found to be significantly more adaptive than that of the periphery group. To further characterize the nature of the communicative interactions, automated linguistic analysis was used to analyze the students' writing samples. Interestingly, students in the core of the social network demonstrated a significantly higher usage of several language features associated with individuals who actively promote enhanced group performance and cohesion. For our sample, the linguistic behaviors of students in the core of the social network, coupled with their more adaptive cognitive style preferences, suggest that these students may inherently place greater value on fostering group cohesion than those in the periphery.     

The effects of problem-based learning on the classroom community perceptions and achievement of web-based education students

Web-based education as an alternative to face-to-face teaching is now being extended as an application to higher education. Much effort is undertaken to provide multimedia rich, attractive content to learners. While the use of multimedia technologies has a noticeable effect on students’ learning, so does the selected teaching methodology. Underpinned by the Constructivist approach, problem-based learning is one of the methods that could be applied in web-based learning environments. The current study investigates the effects of problem-based learning on students’ classroom community perceptions and their achievement. It focuses on the tertiary level course “Introduction to Computers” offered by the Department of Business Administration of the Distance Education Program at a higher education institution in Turkey. The results indicated that students who worked on problem-based projects felt much more ‘connected’ to other class members when compared to the control group. They achieved higher scores in the post-tests although their online midterm and final examination scores did not indicate any difference between the groups.     

Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors,classroom climate and learning activities

The effects of four different identity revelation modes (three fixed modes: real-name, anonymity, nickname and one dynamic user self-choice mode) on participants’ perceptions toward their assessors, classroom climate, and past experience with the learning activity in which they were engaged were examined. A pretest–posttest quasi-experimental research design was adopted. Eight fifth-grade classes (age 10–11, N = 243) were randomly assigned to four different identity revelation modes in order for them to participate in the study. An online learning system that allows students to contribute to and benefit from the process of question-generation and peer-assessment was adopted. Data analysis confirmed that different identity modes lead participants to view their assessors differently. Specifically, participants assigned to the self-choice and real-name identity revelation modes tended to view their assessors more favorably than those in the anonymity and nickname groups. The empirical significance of the study as well as suggestions for learning system development, instructional implementation and future study are provided.     

Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of ‘active’ and ‘silent’ secondary school students

Even though the advantages of online discussions over face-to-face discussion formats have been extensively discussed and investigated, the blending of synchronous online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students’ experiences and preferences concerning two different discussion formats for critical debate in co-located classroom settings: face-to-face and synchronous, computer-mediated communication (CMC). Data was collected with the help of self-report questionnaires (N = 70) and structured interviews (N = 4). A differentiation was made between students that define themselves as active participants in face-to-face classroom discussions and those who usually remain silent in these settings. The findings highlight several potential advantages of the computer-mediated discussion format, especially in terms of the social-interactive and managerial aspects of classroom discussions. Comparisons between the two groups show that ‘silent’ students welcome the introduction of CMC with enthusiasm, whereas ‘active’ students do not show a clear preference. Practical implications as well as new directions for further research are discussed.     

Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

The research reported in the current article studies the impact of learning in asynchronous discussion groups on students' final exam scores and levels of knowledge construction. Multilevel analyses were applied to uncover the specific influence of student, group and task variables. The results indicate that the impact of student characteristics on both dependent variables is of higher significance than characteristics of the discussion group students are allocated to. With regard to levels of knowledge construction, task characteristics also appear to be of importance.

 With regard to final exam scores the analyses reveal a significant impact from student learning style, attitude towards task-based learning, the number of student contributions and the level of knowledge construction in these contributions. No significant group characteristics were observed.

 As to levels of knowledge construction, the analyses revealed that the amount of contributions and the attitude towards the online learning environment are significant predictors. The intensity of the interaction in a group had a significant impact. As to task characteristics, significant differences were found between consecutive themes. These disappeared when taking into account task complexity.     

Exploring the influence of game design on learning and voluntary use in an online vascular anatomy study aid

This research explores the educational impact of an online study aid-game for studying human vascular anatomy (n = 24) versus a similar non-game study aid (n = 22) and how it relates to medical students' demographic traits and voluntary use over a 35-day period. Hierarchical linear regression models revealed that study aid success rate (a metric for assessing performance through the study aids) was a significant predictor of anatomy test improvement with the game (β = 0.41, p = 0.05), but not for the non-game (β = 0.14, p = 0.56). Our analyses suggest that game mechanics encouraged more specific problem-solving strategies than did the control study aid, leading to greater predictability of learning outcomes. There was a non-significant trend among game treatment participants, who were more likely to complete study tasks than those assigned to the control treatment (p = 0.11). It would appear that students' studying habits had the greatest influence (though opposite in both tools) on level of engagement in study aid use. However, contrary to expectations, self-reported gaming habits did not impact participation. Overall, these findings support the integration of game design into undergraduate study aids as a means of increasing use of supplementary educational tools and assessing knowledge.     

Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

This study was conducted in an authentic university setting with fourth-year Educational Sciences’ students operating as online peer tutors to facilitate freshman tutees’ online collaboration and knowledge construction in a blended “Instructional Sciences” course. Taking into account prior research uncovering weaknesses in online peer tutor behaviour, the aim of the study was to explore the possibility to optimise the quality and the nature of online peer support. In this respect, the study examined the impact of three tutor training conditions (multidimensional support, model/coach, and control condition) on peer tutors’ actual tutor behaviour in asynchronous discussion groups and on tutors’ self-efficacy beliefs, perceived collective efficacy, and training evaluation. Quantitative content analysis was applied to study online peer tutor behaviour. More specifically, two coding schemes were used focusing respectively on the occurrence of different e-moderating activities and on the evolution from modeling to coaching behaviour. Tutors’ self-efficacy beliefs, perceived collective efficacy, and training evaluation were assessed by means of questionnaires.     

Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: Trends and investigative approaches within a dominant research paradigm

The growth of asynchronous online discussion (AOD) in primary, secondary, undergraduate, and post-graduate contexts and courses has resulted in a growing body of literature that provides valuable insights into the issues surrounding the use of online writing, online discussion, and distance and blended learning in formal education worldwide. This phenomenological critical literature review provides an overview of research focused on forum use and AOD published from 2008 to 2012. Papers were chosen based on a selection process suggested by Wu et al. (2012), where nine of the most influential e-learning education and educational review journals were searched according to year, 2008–2012, and the following keywords: forum, threaded discussion, and threaded chat. Three teachers/educational researchers, each with at least five years of experience using forum and AOD in university contexts, further filtered the corpus through following a detailed inclusion/exclusion procedure, which resulted in a refined corpus of 43 journal papers. Quantitative analyses of results reveal most AOD research in educational contexts from 2008 to 2012 was carried out through or on Learning Management Systems (LMS) platforms in university settings, within computer and education classes, with blended learning dominating distance learning contexts. Most research settings were based in Asia and Europe, while the three countries with the most AOD publications were Singapore, Taiwan, and the U.S. In addition, the journals dominating the field were Computers & Education, followed by Journal of Computer Assisted Learning, and Australasian Journal of Educational Technology. The refined corpus was also analysed qualitatively via phenomenological method (Smith, Flowers, & Larkin, 2009), in order to identify and contextualize meaningful statements and themes. Discussion focuses on the existence of a dominant research paradigm that we divide into four investigative impulses and discuss: argumentative, comparative, relational, and analytical. Specific representative examples of each investigative impulse are thoroughly discussed and critiqued, and as a result, should be of significant value to all stakeholders, including researchers, instructors, and students, involved in forum and AOD use in educational contexts globally.