Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 505379
Title Relations between scripted online peer feedback processes and quality of written argumentative essay
Author(s) Noroozi, Omid; Biemans, Harm; Mulder, Martin
Source The Internet and Higher Education 31 (2016). - ISSN 1096-7516 - p. 20 - 31.
DOI http://dx.doi.org/10.1016/j.iheduc.2016.05.002
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2016
Keyword(s) Argumentation - Biotechnology - Learning - Scripting - Writing
Abstract

Teachers often complain about the quality of students' written essays in higher education. This study explores the relations between scripted online peer feedback processes and quality of written argumentative essay as they occur in an authentic learning situation with direct practical relevance. Furthermore, the effects of the online argumentative peer feedback script on students' written argumentative essay are studied. A pre-test, post-test design was used with 189 undergraduate students who were assigned to groups of three. They were asked to explore various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)' in order to write an argumentative essay in the field of biotechnology. The findings reveal that successful students and groups differ in terms of their feedback quality than less-successful students and groups. This implies that when students engage in high-quality, elaborated and justified peer feedback processes, they write high-quality argumentative essays. Furthermore, the results show that the online argumentative peer feedback script enhances the quality of students' written argumentative essay. Explanations for these results, limitations, and recommendations for further research are provided.

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