Assessing the Quality of Online Peer Feedback in L2 Writing

2011 ◽  
pp. 322-338
Author(s):  
Christine Rosalia ◽  
Lorena Llosa
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Writing Center ◽  
Peer Feedback ◽  
Asynchronous Learning ◽  
Writing Proficiency ◽  
Interactive Process ◽  
Asynchronous Learning Environment ◽  
Peer Advisors

This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one another in an online, anonymous, asynchronous learning environment. The Online Peer Feedback (OPF) Assessment was originally developed for a peer online writing center in Japan where student peer advisors jointly compose feedback for a client-writer. The OPF Assessment is composed of two rubrics: (1) a rubric that evaluates the initial feedback drafted by a peer advisor, and (2) a rubric that assesses the contribution that individual peer advisors make to the interactive process of constructing the final feedback for their client-writer. The chapter describes the assessment and discusses its potential uses in a variety of contexts as a formative tool to improve the quality of peer feedback and, ultimately, the writing proficiency of both givers and receivers of the feedback.

Miscellany of Students’ Satisfaction in an Asynchronous Learning Environment

2017 ◽  
Vol 45 (4) ◽  
pp. 456-475 ◽  
Author(s):  
Otu Larbi-Siaw ◽  
Yaw Owusu-Agyeman
Keyword(s):  
Learning Environment ◽  
Structural Equation ◽  
Internet Usage ◽  
Equation Modeling ◽  
Asynchronous Learning ◽  
Exploratory Research ◽  
Teacher Interaction ◽  
Asynchronous Learning Environment ◽  
E Learning ◽  
Students Satisfaction

This study investigates the determinants of students’ satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student–content interaction, student and student interaction, student–teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The empirical data were gathered through structured questionnaires from 500 students who took courses in an asynchronous learning environment and the analysis was done using structural equation modeling. Framed along the positivist paradigm, deductive epistemology, exploratory research design, the study showed that all the seven variables served as robust antecedents of students’ satisfaction in an asynchronous learning environment.

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