论文标题
技术增强的教学前同伴评估：在统计方法课程中探索学生的看法
Technology-enhanced pre-instructional peer assessment: Exploring students' perceptions in a Statistical Methods course
论文作者
论文摘要
高等教育机构对实施技术增强的同伴评估作为增强学生学习的工具，人们对此有浓厚的兴趣。但是，如何在教学前活动中使用同伴评估系统知之甚少。这项研究旨在探讨如何将技术增强的同伴评估嵌入到教学前活动中，以增强学生的学习。因此，本研究是一项探索性描述性研究，它使用定性方法来实现研究目标。这项研究使用了问卷，学生的思考和访谈，以收集学生对干预措施的看法。结果表明，技术增强的教学前同伴评估有助于学生准备新的内容获取，并成为学生在课程以下主体中提高学习成绩的动力的来源。还提出了一系列实用建议，用于设计和实施技术增强的教学前同伴评估。
There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students' learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technology-enhanced peer assessment can be embedded into pre-instructional activities to enhance students' learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students' reflections, and interview in collecting student's perceptions toward the interventions. The results suggest that the technology-enhanced pre-instructional peer assessment helps students to prepare the new content acquisition and become a source of students' motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technology-enhanced pre-instructional peer assessment.
