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Peer Feedback Activities in Graduate-Level Online Learning Environments: Does the Technology Tool Matter?
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, , West Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Peer feedback in a graduate-level online learning environment was explored through the use of two different technology tools: Eli Review and word processing tools. A quantitative research design was employed to explore students’ perceptions with the ease of use, levels of proficiency, and the helpfulness of technology tools used during peer feedback activities. The effect of technology tools on the number of comments provided, as well as word counts for writing drafts and final versions were also explored. Group mean comparisons were conducted with independent samples t-tests, and two statistically significant findings were reported with helpfulness of the peer feedback tool and the extensiveness with peer feedback comments. Implications from these findings were discussed, as well as limitations.

Citation

Sharp, L.A. & Rodriguez, R.C. (2018). Peer Feedback Activities in Graduate-Level Online Learning Environments: Does the Technology Tool Matter?. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1714-1723). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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