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|Title:||Maximizing Benefit of Peer-Feedback to Increase Feedback Uptake in Academic Writing|
Funk, Alexandra L.
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Wichmann, A., Funk, A. L., & Rummel, N. (2015). Maximizing Benefit of Peer-Feedback to Increase Feedback Uptake in Academic Writing In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.|
|Abstract:||Revising text is an essential part of the writing process. Yet, inexperienced writers revise their texts too superficially. Peer-feedback has become a popular method to provide elaborate and timely feedback to students during writing. Though peer-feedback has shown promising results, studies also indicate that students have problems benefitting from feedback, resulting in a lack of feedback uptake and little revision. Students might need to be facilitated to make sense of feedback and reflect more deeply on it. The study investigated the effect of sense-making support on revision skills and feedback uptake. Altogether, 73 university students were assigned to a condition either with or without sense-making support. Results showed no effect on revision skills, yet results of content-analysis yielded a significant effect for two out of three feedback uptake variables. Students in the condition with sense-making support made less new errors and rejected more incorrect feedback. Sense-making support appeared to help students to some extent to maximize benefit from peer-feedback.|
|Appears in Collections:||CSCL 2015|
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