Document Type

Article

Publication Date

2016

DOI

10.1080/14703297.2014.995202

Publication Title

Innovations in Education and Teaching International

Volume

53

Issue

2

Pages

156-166

Abstract

The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience. The findings suggested that students participated actively in the microblogging-based peer feedback sessions. Although Twitter supported cognitive and corrective feedback, affective feedback was dominant. Student interaction on Twitter tended to be brief and involve low-level cognitive thinking in unguided, naturalistic learning contexts. Overall, students had a positive attitude towards using Twitter for peer feedback. Problems such as distraction and information overload were also identified.

Comments

NOTE: This is the author’s post-print version of a work that was published in Innovations in Education and Teaching International. The final version was published as:

Luo, T. (2016). Enabling microblogging-based peer feedback in face-to-face classrooms. Innovations in Education and Teaching International, 53(2), 156-166. doi: 10.1080/14703297.2014.995202

Available at: http://dx.doi.org/10.1080/14703297.2014.995202

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