Analysis of Feedback Processes in Online Group Interaction: A Methodological Model

Autor/inn/en	Espasa, Anna; Guasch, Teresa; Alvarez, Ibis M.
Titel	Analysis of Feedback Processes in Online Group Interaction: A Methodological Model
Quelle	In: Digital Education Review, (2013) 23, S.59-73 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Feedback (Response); Group Dynamics; Electronic Learning; Computer Mediated Communication; Essays; Writing (Composition); Student Participation; Undergraduate Students; Virtual Universities; Models; Foreign Countries; Interaction; Educational Technology; Writing Skills; Learning Activities; Affective Behavior; Writing Assignments; Peer Evaluation; Spain + Suchen Sie Ihr Suchwort? Gruppendynamik; Computerkonferenz; Essay; Aufsatzunterricht; Schreibübung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Analogiemodell; Ausland; Interaktion; Unterrichtsmedien; Writing skill; Schreibfertigkeit; Lernaktivität; Affective disturbance; Active behaviour; Affektive Störung; Spanien
Abstract	The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students' activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model's operativity regarding how students incorporate such feedback into their essays. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://greav.ub.edu/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10