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

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Internet and Higher Education Volume 11, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

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.

Citation

Xie, Y., Ke, F. & Sharma, P. (2008). The effect of peer feedback for blogging on college students' reflective learning processes. Internet and Higher Education, 11(1), 18-25. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2007.11.001

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