Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/657
Title: Social Comparison Theory as Applied to MOOC Student Writing: Constructs for Opinion and Ability
Authors: Choi, Heeryung
Dowell, Nia
Brooks, Christopher
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Choi, H., Dowell, N., & Brooks, C. (2018). Social Comparison Theory as Applied to MOOC Student Writing: Constructs for Opinion and Ability. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: There has been limited research effort toward understanding how diversity attributes might influence peer feedback in Massive Open Online Courses (MOOCs). Using social comparison theory, we investigated the influence of socioeconomic status (SES) and agreement on peer feedback text in a data science MOOC. This study contributes to understanding how social comparison theory can be operationalized in online writing environments.
URI: https://doi.dx.org/10.22318/cscl2018.1421
https://repository.isls.org//handle/1/657
Appears in Collections:ICLS 2018

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