An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency
Bibliographic Data
| ID | 21618693 |
|---|---|
| Authors | Jian-Wen Fang (0000-0003-4246-7066, Wenzhou University), Shao‐Chen Chang (0000-0001-9446-1921, Yuan Ze University), Shao-Chen Chang, Gwo-Jen Hwang (0000-0001-5155-276X, National Taiwan University of Science and Technology, corresponding author), Gang Yang (0000-0003-2576-013X, Wenzhou University) |
| Year | 2021 |
| Volume | 69 |
| Issue | 2 |
| Pages | 1155-1181 |
| Publication date | 2021-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Technology Research and Development (JOURNAL) |
| Journal identifiers | ISSN: 1042-1629 • E-ISSN: 1556-6501 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11423-021-09990-7 |
| OpenAlex | W3153005281 |
| Language | EN |
| Citations received | 13 |
| References cited | 67 |
Cognitively Guided Instruction · Collaborative learning · Cooperative learning · Critical thinking · Educational technology · Higher-Order Thinking · Mathematics education · Multimedia · Peer Assessment · Peer feedback · Peer learning · Teaching method · Computer Science · Innovative Teaching Methods · Psychology · Reflective Practices in Education · Student Assessment and Feedback
The effects of generative AI -supported peer feedback on preservice teachers’ learning outcomes, feedback uptake, and critical thinking
Role of AI in Blended Learning
Artificial intelligence-supported procedural scaffolding for promoting EFL learners’ writing performance in flipped peer assessment activities
Postdigital Teaching of Critical Thinking in Higher Education
The effect of peer assessment-based collaborative concept mapping on pre-service teachers’ perceptions on smart learning environments
Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry
How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training
An online progressive peer assessment approach to project-based learning
Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load
Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach
Interactive equality in peer assessment
Development and validation of the peer assessment motivation scale (Pams) in higher education
The nature of feedback
Restructuring the Classroom
Critical thinking, cognitive presence, and computer conferencing in distance education
Computer Support for Knowledge-Building Communities
Sustainable Assessment
Assessor or assessee
Peer assessment as a collaborative learning activity
Are digital natives a myth or reality? University students’ use of digital technologies
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments
Peer reviewers learn from giving comments
Effects of mobile learning time on students' conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity
Exploring the value of peer feedback in online learning for the provider
Collaborative learning practices
Integration of the peer assessment approach with a virtual reality design system for learning earth science
A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies
Synchronous discussion between assessors and assessees in web-based peer assessment
Peer assessment in a project-based engineering course
Using self- and peer-assessments for summative purposes
Improving engagement
Peer feedback on academic writing
Sustainable assessment revisited
‘This baby…it isn't alive.’ Towards a community of learners for vocational orientation
Accountability in peer assessment
Problematising vocational education and training in schools
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning
How authenticity and self‐directedness and student perceptions thereof predict competence development in hands‐on simulations
Assessing multidimensional students' perceptions of twenty-first-century learning practices
Making cooperative learning work
Assessment and the promotion of academic values
| Unique citing works | 13 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |