Effect of Peer-Interaction Strategies in Blogs on Students’ Deep Learning
Summary: This session presents design and findings of two research studies that examined the effect of various peer interaction strategies in blogs on students’ deep learning processes. At the end of this presentation, attendees will be able to identify the effects of peer feedback in blogs on students’ deep learning and use new methods of facilitating peer interactions in blogs.
Description:
Deep learning, a higher-order cognitive learning process, refers to a learner’s purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking and learning. This presentation will report two studies conducted to investigate the effects of various peer-interaction strategies on blogs on students’ deep learning.
The first study (Xie, Ke, & Sharma, 2008) used an empirical design to investigate the interaction effects of paired peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. The control group blogged for one semester without peer or instructor input. For the treatment group, students kept blogs and responded to their paired peer's blogs. The findings suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills.
In this first study, the students in the treatment group were paired. There seemed to be a reciprocal adverse effect on their attitude toward reflection from peers. It was found that if one of the pair didn't demonstrate higher level of reflective thinking in their journals, it was very likely that the other would not engage in higher level of reflective thinking either. Additionally, a closer look at the peer feedback in the first study revealed that students did not engage in meaningful or constructive feedback activity due to the lack of moderation. As previous researchers (Slavin, 1995) pointed out, peer feedback on journaling should be constantly moderated to reduce off-track and passive behaviors in interactive discourse.
In order to reduce the reciprocal adverse effect, a second study was designed where students were put into 4-5 member groups in their blogging exercises. Additionally, in the second study, students’ blogs and peer feedbacks received constant moderation from the instructor. Thirty-four students in two sessions of the same class taught by the same instructor blogged for 10 weeks. We used a quasi-experimental design to examine the effect of peer-interaction styles on their online participation and learning. In the first session (17 students), the “starters” of each week’s blog (Hara, Bonk, Angeli, 2000) introduced two alternative views with articles about a concurrent topic, posted a few questions and the rest of the group responded to the questions. In contrast, the “starters” in the second session find a topic of his/her interest, wrote a blog post and the rest of the team commented on the post. Preliminary analysis revealed that different peer-interaction styles influenced the quality of peer feedback. Detailed results will be presented at the presentation.
The first study (Xie, Ke, & Sharma, 2008) used an empirical design to investigate the interaction effects of paired peer feedback and blogging on college students' reflective thinking skills and their learning approaches. Forty-four first- and second-year undergraduate students participated in the study. The control group blogged for one semester without peer or instructor input. For the treatment group, students kept blogs and responded to their paired peer's blogs. The findings suggested that students' reflective thinking level increased significantly over time; however, peer feedback was found to negatively affect students' reflective thinking skills.
In this first study, the students in the treatment group were paired. There seemed to be a reciprocal adverse effect on their attitude toward reflection from peers. It was found that if one of the pair didn't demonstrate higher level of reflective thinking in their journals, it was very likely that the other would not engage in higher level of reflective thinking either. Additionally, a closer look at the peer feedback in the first study revealed that students did not engage in meaningful or constructive feedback activity due to the lack of moderation. As previous researchers (Slavin, 1995) pointed out, peer feedback on journaling should be constantly moderated to reduce off-track and passive behaviors in interactive discourse.
In order to reduce the reciprocal adverse effect, a second study was designed where students were put into 4-5 member groups in their blogging exercises. Additionally, in the second study, students’ blogs and peer feedbacks received constant moderation from the instructor. Thirty-four students in two sessions of the same class taught by the same instructor blogged for 10 weeks. We used a quasi-experimental design to examine the effect of peer-interaction styles on their online participation and learning. In the first session (17 students), the “starters” of each week’s blog (Hara, Bonk, Angeli, 2000) introduced two alternative views with articles about a concurrent topic, posted a few questions and the rest of the group responded to the questions. In contrast, the “starters” in the second session find a topic of his/her interest, wrote a blog post and the rest of the team commented on the post. Preliminary analysis revealed that different peer-interaction styles influenced the quality of peer feedback. Detailed results will be presented at the presentation.
Ying Xie
Admin Faculty
George Mason University
Admin Faculty
George Mason University
Ying Xie, Ph.D.: Her research interest includes the design of cognitive tools and constructivist’s learning environment for facilitating and encouraging students’ deep learning and thinking process.
Fengfeng Ke
Assistant Professor
University of New Mexico
Assistant Professor
University of New Mexico
Fengfeng Ke, Ph.D.: Her current research focuses on computer-supported collaborative learning and game-based learning environment design.
Priya Sharma
Associate Professor
Penn State University
Associate Professor
Penn State University
Priya Sharma, Ph.D.: Her research focuses on examining reflective and conversational learning practices of learners, specifically in online environments. Recent research projects include studies of blogging and concept mapping for externalizing thinking, examinations of discourse, interaction, reflection, and learning within online sports fantasy games environments, and critical analyses of the design and theoretical underpinnings of constructivist learning environments.