dc.contributor.author | Tsivitanidou, Olia E. | en |
dc.contributor.author | Constantinou, Constantinos P. | en |
dc.creator | Tsivitanidou, Olia E. | en |
dc.creator | Constantinou, Constantinos P. | en |
dc.date.accessioned | 2017-07-27T10:43:11Z | |
dc.date.available | 2017-07-27T10:43:11Z | |
dc.date.issued | 2016 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38626 | |
dc.description.abstract | This study examined the strategies of undergraduate student teachers participating in web-based reciprocal peer-assessment and how they were associated with learning gains in an inquiry-oriented, science learning environment. Twenty-seven participants from a university in Cyprus reciprocally assessed the digital learning products they prepared as they engaged in a web-based study unit on marine ecosystems and in particular prey-predator relationships. Data were collected through screen-video capture, peer feedback protocols, pre- and post-instructional tests and interviews, as well as the students' learning products. Data were exposed to qualitative analysis and then also treated quantitatively through the use of non-parametric tests. Our analysis led to the identification of a range of student profiles characterizing different peer-assessment patterns. In the peer-assessor role, students were distinguished into autonomous and informed assessors; whereas in the case of the assessee role they were discriminated into engaged but unlucky, disinterested and engaged assessees. Students' learning gains were associated with their actions as peer-assessees and their attitudes towards peer feedback. The findings have implications for teaching practice as well as policy for teaching and learning in web-based learning environments. © 2015 Elsevier Inc. | en |
dc.source | Internet and Higher Education | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84948445671&doi=10.1016%2fj.iheduc.2015.11.002&partnerID=40&md5=b05d30f500ff699857d54323b1ba0e89 | |
dc.title | A study of students' heuristics and strategy patterns in web-based reciprocal peer assessment for science learning | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1016/j.iheduc.2015.11.002 | |
dc.description.volume | 29 | |
dc.description.startingpage | 12 | |
dc.description.endingpage | 22 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :2 | en |
dc.source.abbreviation | Internet Higher Educ | |
dc.source.other | Scopus | en |
dc.contributor.orcid | Constantinou, Constantinos P. [0000-0003-3183-4131] | |
dc.gnosis.orcid | 0000-0003-3183-4131 | |