 |
English
|
正體中文
|
简体中文
|
Post-Print筆數 : 27 |
Items with full text/Total items : 114404/145434 (79%)
Visitors : 53212713
Online Users : 578
|
|
|
Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/155591
|
| Title: | Maximizing the impact of dialogic peer feedback on student engagement: The role of regulation support |
| Authors: | 曾聖翔
Tseng, Sheng-Shiang;Er, Erkan |
| Contributors: | 教育學院 |
| Keywords: | Peer feedback;Dialogic feedback;Student engagement;Regulation of learning |
| Date: | 2024-04 |
| Issue Date: | 2025-02-05 16:14:10 (UTC+8) |
| Abstract: | The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students’ engagement using an experimental research design. Students in the experimental group (n = 26) performed the feedback practice with a regulated dialogic feedback approach through three phases, each involving a different regulation type: 1. negotiation and coordination of feedback activities involving shared regulation of learning (SSRL); 2. feedback provision and discussion to support its uptake involving co-regulation of learning (CoRL); and 3. translation of feedback into task progress involving self-regulation of learning (SRL). Students in the control group (n = 25) performed the feedback practice without the regulated dialogic feedback approach in an online discussion forum. The study lasted for 10 weeks for both groups. The research data included students’ responses to peer feedback engagement surveys, students’ learning behaviors, and the transcripts of interviews with students. The survey results show that the regulated dialogic feedback led to a higher cognitive, emotional, and behavioral engagement with the feedback practice. Based on the feedback-related learning behaviors, this study found that the SSRL, SRL, and CoRL processes can potentially promote cognitive, emotional, and behavioral engagement. Extreme case analysis demonstrated how the support for SSRL, SRL, and CoRL promoted engagement in all three areas (cognitive, behavioral, and emotional). Pedagogical implications were provided for creating engaging dialogic feedback practices. |
| Relation: | Educational Technology & Society, Vol.27, No.2, pp.133-148 |
| Data Type: | article |
| DOI 連結: | https://doi.org/10.30191/ETS.202404_27(2).RP04 |
| DOI: | 10.30191/ETS.202404_27(2).RP04 |
| Appears in Collections: | [教育學院] 期刊論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| index.html | | 0Kb | HTML | 9 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
著作權政策宣告 Copyright Announcement1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.
2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(
nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(
nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
