ICT-based peer assisted learning environment: Using online feedback tools for Chinese Language writing tasks

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

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Transforming grammar checking technology into a learning environment for second language writing

10.3115/1118894.1118900 ◽

2003 ◽

Cited By ~ 1

Author(s):

Ola Knutsson ◽

Teresa Cerratto Pargman ◽

Kerstin Severinson Eklundh

Keyword(s):

Second Language ◽

Learning Environment ◽

Second Language Writing ◽

Language Writing

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Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms

Languages ◽

10.3390/languages6030151 ◽

2021 ◽

Vol 6 (3) ◽

pp. 151

Author(s):

Emilia Illana-Mahiques

Keyword(s):

Peer Review ◽

College Level ◽

Writing Project ◽

Final Project ◽

Statistical Measures ◽

Peer Reviewing ◽

Language Writing ◽

Online Feedback ◽

Giving Feedback ◽

Relationship Of

This study explores learners’ online peer review practices during a four-week second language writing project. The project was developed in a multi-section Spanish writing course at the college level. The study investigates how college Spanish learners give online feedback to their peers, whether there is any relationship between the feedback roles they assume and their final performance, and the additional factors that may influence online peer reviewing practices. A total of 76 students participated in the study, all of whom received training prior to writing three drafts and giving and receiving feedback comments during two online peer review sessions. Descriptive statistical measures were used to analyze the types of online feedback students used most frequently. The comparative effects of giving comments were analyzed along with those of receiving comments by means of multiple regression analyses, in order to examine the relationship of these elements to final project performance as writers. Results support the learning-by-reviewing hypothesis, which argues that giving feedback to peers helps feedback-givers write better essays themselves. A follow-up analysis also shows that learning by reviewing online is most evident when giving specific types of online feedback, which students of all proficiency levels can learn how to do.

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The Effect of Online Feedback Types on Foreign Language Writing

Theory and Practice in Language Studies ◽

10.17507/tpls.0807.03 ◽

2018 ◽

Vol 8 (7) ◽

pp. 733

Author(s):

Xiaoling Liu ◽

Changping Zhou

Keyword(s):

Foreign Language ◽

Peer Feedback ◽

Teacher Feedback ◽

Foreign Language Writing ◽

Significant Difference ◽

Language Writing ◽

Research Findings ◽

Online Teacher ◽

Online Feedback

In this study a comparison is made concerning the effect of online teacher feedback and online peer feedback on foreign language writing and the learners’ attitudes toward online feedbacks. To address the issues, an experiment is carried out between two university classes, who received online teacher feedback and online teacher feedback respectively. Based on the analysis, the major findings are obtained as follows. Firstly, the writing in each group has been improved significantly after the application of online feedback. However, no significant difference is shown between groups A and B. Secondly, students in both groups can incorporate feedback into their revisions, though there exist some differences in the number of successful revisions and kinds of revisions between the two groups. Finally, both online teacher feedback and online peer feedback are very well received by most students respectively. The research findings indicate that online feedback should be adopted in foreign language writing teaching.

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The Interrelationships between Chinese Language Anxiety and Classroom Learning Environment of African Primary School CFL Learners ― A Case Study of Mauritius Schoolchildren

Chinese Language Education and Research ◽

10.24285/cler.2020.6.31.167 ◽

2020 ◽

Vol 31 ◽

pp. 167-206

Author(s):

Mingjing Li ◽

Peipei Zhang

Keyword(s):

Learning Environment ◽

Primary School ◽

Chinese Language ◽

Language Anxiety ◽

Classroom Learning Environment ◽

Classroom Learning

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Introduction of near peer assisted learning approach in teaching proper hand scrub technique among undergraduate students

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20183634 ◽

2018 ◽

Vol 6 (9) ◽

pp. 3004 ◽

Cited By ~ 1

Author(s):

Vijayata Sangwan ◽

Mukesh Sangwan ◽

Sunita Siwach ◽

Shivani Khandelwal ◽

Pinky Lakra ◽

...

Keyword(s):

Learning Environment ◽

Undergraduate Students ◽

Positive Attitude ◽

Faculty Members ◽

Peer Assisted Learning ◽

Self Confidence ◽

Cognitive Congruence ◽

Obstetrics And Gynaecology ◽

Ethical Clearance ◽

Structured Questionnaire

Introduction: In near peer assisted learning (NPAL)tutor is of the same level of education as with one to two years senior but within the same broad grade. Literature suggests that it fosters qualities like leadership, self-confidence and mentoring in tutors with simultaneous provision of a cordial learning environment to tutees. With this study we introduced NPAL in our newly established institute and assessed its feasibility, student’s perception, future applicability.Method: After having ethical clearance from institution, the students and faculty of Department of Obstetrics and Gynaecology were sensitized. The interns posted in labor room were designated as tutors and maternity students were included as tutees. The surgical hand scrub was the topic of teaching. The faculty taught interns and assessed, then interns taught maternity students and they were assessed by faculty members. The interns were again assessed by faculty. Afterwards both these interns and maternity students supposed to work together in labor room, the feedback was taken from all with a structured questionnaire using Likert scale.Result: The results were encouraging from all the corners, the tutors, tutees and faculty agreed that NPAL is a better method of teaching strongly enhancing the learning of tutors and their communication skills and develops positive attitude towards teaching as a part of their profession. The tutees found a cordial learning environment with a cognitive congruence with their tutors and felt very comfortable while working with them. Faculty also showed a positive attitude towards NPAL.Conclusion: NPAL is a good adjunct to standard teaching but could not substitute standard teaching.

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The Lost Keychain? Contemporary Chinese-Language Writing in Indonesia

Journal of Social Issues in Southeast Asia ◽

10.1355/sj32-3d ◽

2017 ◽

Vol 32 (3) ◽

pp. 634-668

Author(s):

Josh Stenberg ◽

Keyword(s):

Chinese Language ◽

Language Writing ◽

Contemporary Chinese

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Challenges of peer assisted learning in online clinical skills training of ophthalmology module

BMC Medical Education ◽

10.1186/s12909-021-02959-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Sumera Nisar ◽

Usman Mahboob ◽

Rehan Ahmed Khan ◽

Durraiz Rehman

Keyword(s):

Medical Students ◽

Learning Environment ◽

Teaching And Learning ◽

Clinical Skills ◽

Online Communication ◽

Skills Training ◽

Psychological Problems ◽

Undergraduate Medical Students ◽

Peer Assisted Learning ◽

Clinical Skills Training

Abstract Background Online communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students. Methods This qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis. Results The study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students. Conclusion The challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.

Download Full-text