DocumentCode :
654440
Title :
Improving student writing through multiple peer feedback
Author :
Ekoniak, Mike ; Scanlon, Molly J. ; Mohammadi-Aragh, Mahnas Jean
Author_Institution :
Virginia Tech, Blacksburg, VA, USA
fYear :
2013
fDate :
23-26 Oct. 2013
Firstpage :
626
Lastpage :
628
Abstract :
This paper describes the design of a study to examine the effects of various types of feedback and revision on student writing quality improvement in a first-year engineering course. We apply the previous work of Cho and MacArthur that showed that multiple peer feedback is superior to single peer and single expert feedback in improving student writing quality. We extend their work to examine the effects of in-class instruction on giving peer feedback, and also examine the effect of giving (rather than receiving) feedback on student revisions. Preliminary findings from this study will be presented at the conference.
Keywords :
educational courses; engineering education; first-year engineering course; in-class instruction; peer feedback; student writing quality improvement feedback; student writing quality improvement revision; Best practices; Computers; Context; Educational institutions; Engineering education; Training; Writing; communication; peer feedback; revision; writing;
fLanguage :
English
Publisher :
ieee
Conference_Titel :
Frontiers in Education Conference, 2013 IEEE
Conference_Location :
Oklahoma City, OK
ISSN :
0190-5848
Type :
conf
DOI :
10.1109/FIE.2013.6684901
Filename :
6684901
Link To Document :
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