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Student satisfaction with use of an online peer feedback system
Assessment & Evaluation in Higher Education ( IF 4.440 ) Pub Date : 2021-06-07 , DOI: 10.1080/02602938.2021.1912286
Magda B. L. Donia 1 , Merce Mach 2 , Tom A. O’Neill 3 , Stéphane Brutus 1
Affiliation  

Abstract

We contribute to the growing evidence of the positive effect of use of online peer feedback tools on students’ teamwork skills development. We do so by exploring individual and contextual factors underlying satisfaction with using a peer feedback system alongside team projects. Employing path analytical framework and bootstrap methods, we analysed data from an international sample of 100 project teams in management studies. Drawing on procedural justice theory, we theorised and found support that students’ uncertainty avoidance orientation and virtuality in collaboration were positively related to their satisfaction with use of a peer feedback system. Such satisfaction in turn allowed them to be more effective team members. Our findings provide evidence for higher education institutions and instructors considering the adoption of online peer feedback systems alongside teamwork in their curricula. Specifically, peer feedback appears to be effective in the development of teamwork skills and students appreciate the opportunity to provide feedback to their peers in a structured and dedicated environment. Our findings are timely and of important practical significance as educational institutions increasingly rely on the use of computer-mediated technology during the COVID-19 pandemic.



中文翻译:

学生对使用在线同伴反馈系统的满意度

摘要

我们为越来越多的证据提供了使用在线同伴反馈工具对学生团队合作技能发展的积极影响。我们通过探索与团队项目一起使用同行反馈系统的个人和背景因素来做到这一点。采用路径分析框架和引导方法,我们分析了来自管理研究中 100 个项目团队的国际样本的数据。借鉴程序正义理论,我们对学生的不确定性规避取向和合作中的虚拟性与他们对使用同伴反馈系统的满意度呈正相关进行了理论化并发现了支持。这种满足感反过来又使他们成为更有效的团队成员。我们的研究结果为考虑在课程中采用在线同伴反馈系统以及团队合作的高等教育机构和教师提供了证据。具体而言,同伴反馈似乎对培养团队合作技能很有效,学生们很高兴有机会在结构化和专注的环境中向同伴提供反馈。随着教育机构在 COVID-19 大流行期间越来越依赖计算机媒介技术的使用,我们的研究结果及时且具有重要的实际意义。

更新日期:2021-06-07
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