Enabling microblogging-based peer feedback in face-to-face classrooms

Tian Luo ^[1]
1. [1] Ohio University
  
  Ohio University
  
  Township of Athens, Estados Unidos
Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 53, Nº 2, 2016, págs. 156-166
Idioma: inglés
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Resumen
- 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.