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Exploring Relationships Between Peer Review, Revision Strategies, and Self-Efficacy in Online College Composition: Preliminary Analysis PROCEEDING

, University of Florida, United States

EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The purpose of this study is to determine what relationship may exist between collaborative multimedia peer review, student self-efficacy, and student revision processes in online college composition. There is little consistency in how peer review is structured though it is generally believed to be an important part of the writing process. Scaffolding was developed based on the social cognitive model for sequential skill acquisition to guide students on how best to engage in peer review in Voice Thread, an online technology that allows users to create multimedia discussion threads by developing screencasts from uploaded files on which others can post voice, video, or text comments. Five sections of online college composition are examined with two receiving the scaffolding and engaging in peer review in Voice thread. A convergent mixed-methods research design with parallel quantitative and qualitative data collection and evaluation is utilized. Preliminary data analysis is discussed.

Citation

Antee, A. (2017). Exploring Relationships Between Peer Review, Revision Strategies, and Self-Efficacy in Online College Composition: Preliminary Analysis. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 158-163). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2017 from .