In:
Journal of Computer Assisted Learning, Wiley, Vol. 35, No. 5 ( 2019-10), p. 607-619
Abstract:
What is already known about this topic: Higher education aims to promote deep approaches to learning among students and increasingly provides education online. From face‐to‐face education, we know that it is oral interaction that plays a major role in promoting deep approaches to learning and students perceive that as more personal than written feedback. But interaction in online education usually takes place in a written way due to the demand for student participation that is independent of space and time. The audio feedback in earlier studies had been provided by instructors, not by peers. Earlier studies also focused more on receiving peer feedback rather than providing feedback. What this paper adds: Both providing and receiving audio peer feedback lead to perceived deep approaches to learning. The following student mechanisms were triggered: “feeling personally committed,” “probing back and forth,” and “understanding one own's learning process.” Particularly important, both for providing and receiving feedback, is feeling personally committed. Results also show that the student mechanisms were a stronger predictor for a deep approach to learning when providing than when receiving feedback. We suggest that audio peer feedback makes great demands on feeling personally committed and as a consequence both feedback providers and feedback receivers choose a deep approach to learning. Implications for practice and/or policy: Results may help instructors identify where, how, and why audio peer feedback practices might be used to promote a deep approach to learning in online education. Instructors should provide sufficient instruction about how to provide feedback aimed for a deep approach to learning, and more specifically on how to record and publish and listen to audio peer feedback.
Type of Medium:
Online Resource
ISSN:
0266-4909
,
1365-2729
Language:
English
Publisher:
Wiley
Publication Date:
2019
detail.hit.zdb_id:
54878-9
detail.hit.zdb_id:
2015214-0
SSG:
5,3
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