An Empirical Study on Undergraduates'Understanding,Recognition and Adoption of Peer Comments
This study aims to examine the behaviors of students in online teaching environments concerning their adoption of peer feedback.It specifically delves into students'comprehension and acceptance of various types of feedback and investigates how these factors influence their adoption actions.The research focuses on a homework assignment from the"Modern Educational Tech-nology"course at S Normal University.Through online peer evaluation activities,students'responses to diverse feedback types were observed.This study assesses their levels of understanding,acceptance,and adoption of the feedback and analyzes the relationships among these factors using correlation analysis.Feedback of a cognitive nature is found to be more readily understood,accepted,and adopted by students.Feedback categories such as"vague restrictive language""explanatory comments"and"specific solutions"demonstrate a significant positive correlation with students'adoption behaviors.Notably,"vague restrictive language"exhibits the strongest correlation with these behaviors.Furthermore,a significant improvement in the average grades of the entire class is ob-served following one round of peer assessment.Conclusion:To foster the quality of peer assessment and reflective learning,educa-tors should develop precise criteria for peer review.They should facilitate students'comprehension of feedback,encourage the pro-vision of cognitive feedback that includes detailed suggestions for revisions,and provide explanations of feedback where necessary to enhance students'understanding.
万方数据
维普
