Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system

Guan-Yu Lin

Computers & Education Vol. 116, No. 1 (January 2018) pp. 81–92

This study investigated online peer assessment within a Facebook-based learning application, with a focus on the effects of anonymity. First, it examined anonymity's effects on the distributions of affective, cognitive, and meta-cognitive peer...

Language: English

Social Presence Questionnaire of Online Collaborative Learning: Development and Validity

Guan-Yu Lin

Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)

This study articulates the construct of social presence and develops a social presence questionnaire for examining online collaborative learning with tests for reliability and validity. Questionnaire items were developed by revising the social...

Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

Guan-Yu Lin

EURASIA Journal of Mathematics, Science & Technology Education Vol. 12, No. 9 (2016) pp. 2295–2307

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university...

Building a Social and Motivational Framework for Understanding Satisfaction in Online Learning

Yi-Mei Lin; Guan-Yu Lin; James M. Laffey

Journal of Educational Computing Research Vol. 38, No. 1 (2008) pp. 1–27

This study examines how social and motivational attributes may influence students' online learning experiences. Based on a review of social theories of learning and research about individual characteristics associated with motivation four constructs ...