Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2734
Title: Stressed yet Motivated: Web-Based Peer Assessed Competition as an Instructional Approach in Higher Education
Authors: Hammer, Ronen
Ronen, Miky
Kohen-Vacs, Dan
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hammer, R., Ronen, M., & Kohen-Vacs, D. (2010). Stressed yet Motivated: Web-Based Peer Assessed Competition as an Instructional Approach in Higher Education. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 65-72). Chicago IL: International Society of the Learning Sciences.
Abstract: The study explores peer assessed artifact competitions conducted in a college setting. The competitions utilized a web-based environment for designing and enacting collaborative online activities. Since peer assessed team competitions are extremely effective in promoting learning yet are rarely conducted in higher education the study aimed at disclosing students' feelings about such potentially stressful circumstances. The peer assessed competitions were favorably accepted by most of the students who claimed that it improved their performance. Moreover, students level of stress was correlated with putting more efforts into the products and feeling that as a result its' quality improved. In addition, peer assessments were highly correlated with the instructor's assessments and students reported they trusted them regardless the rating received. Finally, Fear of Failure, as a personality trait, predicted which students would report being anxious about the competition. Implications for supporting such students are discussed.
URI: https://doi.dx.org/10.22318/icls2010.1.65
https://repository.isls.org//handle/1/2734
Appears in Collections:ICLS 2010

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