scholarly journals Enriching Student Learning Through Video-annotated Peer Feedback Activity: A Guide

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Catherine Nguoi Chui Lam ◽  
Hadina Habil
Keyword(s):  
Student Learning ◽  
Peer Feedback

Enhancing Student Learning through Blending Varied Learning and Assessment Experiences

2010 ◽  
pp. 50-69 ◽  
Author(s):  
Paula Hodgson
Keyword(s):  
Hong Kong ◽  
Learning Environment ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experiences ◽  
Peer Feedback ◽  
Learning Opportunities ◽  
Future Trends ◽  
Mediated Learning

The purpose of this chapter is to compare the learning opportunities that are available in conventional and the current Web-mediated learning environment in Hong Kong in relation to some of the applications that are available in Web 2.0 and practice-based simulation. Some of these applications can provide faster access to subject-related resources, offer greater connectivity and wider interactions with stakeholders, such as students and professionals locally and overseas, and keep track of students’ learning experiences across their years of university study. Furthermore, Web-mediated assessment can provide faster feedback than conventional paper-based methods, which can streamline the process of reporting and the provision of peer feedback. The potential of and future trends in web-mediated assessment are also discussed.

scholarly journals Peer grading reduces instructor’s workload without jeopardizing student learning in an undergraduate programming class

2020 ◽  
Author(s):  
Fedor Duzhin ◽  
Amrita Sridhar Narayanan
Keyword(s):  
Student Learning ◽  
Peer Feedback ◽  
Peer Grading ◽  
Technological University

In an undergraduate programming class taught at Nanyang Technological University, Singapore, students (N=243) were given an opportunity to grade reports submitted by their peers. 10% of all students participated in peer grading and were satisfied with the grade given to them by peers (i.e., this group did not use instructors’ resources). 13% participated in peer grading, updated their reports based on peer feedback, and submitted to a course tutor for final grading. We have shown that even though students who participated in peer grading and updated their reports achieved higher scores, but it happened because they were stronger students to begin with. At the same time, scores of students who participated in peer grading and did not re-submit their reports to an instructor were not lower than average scores. Thus peer grading can be recommended in teaching programming classes as a strategy that reduces instructors’ workload while not jeopardizing students’ learning.

Versatile Padlet

2022 ◽  
pp. 54-76
Author(s):  
Irene Silas
Keyword(s):  
Educational Technology ◽  
Student Engagement ◽  
Foreign Language ◽  
Student Learning ◽  
Peer Feedback ◽  
Virtual Classroom ◽  
Educational Tool ◽  
Review Of Literature ◽  
Collaborative Environment ◽  
The Way

Educational technology supports student learning in many ways through a variety of tools. Padlet is a versatile platform that can transform an on-ground or virtual classroom into a fun collaborative environment where the instructor and students are collaborators. This chapter provides a review of literature on the use of educational technology and Padlet as facilitators of student engagement, collaboration, and peer feedback. The author explains the way the platform works and shares some lesson plans as examples of the versatility of this educational tool. The purpose of this chapter is to extend the knowledge to the practitioners in the field of English as a Second or Foreign Language.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

Sign in / Sign up

Export Citation Format

Share Document