The effect of peer feedback for blogging on college students' reflective learning processes Export

@article{citeulike:2013965, abstract = {Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future.}, author = {Xie, Y. and Ke, F. and Sharma, P.}, citeulike-article-id = {2013965}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.iheduc.2007.11.001}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S1096751607000693}, citeulike-linkout-2 = {http://www.sciencedirect.com/science/article/B6W4X-4R5W073-1/2/1d56462500beef964c5568724873bd79}, doi = {10.1016/j.iheduc.2007.11.001}, issn = {10967516}, journal = {The Internet and Higher Education}, keywords = {blogging, feedback, learning}, number = {1}, pages = {18--25}, posted-at = {2008-02-06 08:09:19}, priority = {2}, title = {The effect of peer feedback for blogging on college students' reflective learning processes}, url = {http://dx.doi.org/10.1016/j.iheduc.2007.11.001}, volume = {11}, year = {2008} }

TY - JOUR ID - citeulike:2013965 L3 - citeulike-article-id:2013965 N2 - Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. Students kept blogs each week throughout a whole semester. Two journals were sampled at the beginning and end of the semester for each student. A repeated measure one-way ANOVA suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills. The result of the study suggests more carefully designed uses in the future. IS - 1 JF - The Internet and Higher Education SN - 10967516 EP - 25 TI - The effect of peer feedback for blogging on college students' reflective learning processes VL - 11 SP - 18 KW - blogging KW - feedback KW - learning AU - Xie, Y AU - Ke, F AU - Sharma, P PY - 2008/// UR - http://dx.doi.org/10.1016/j.iheduc.2007.11.001 ER -