Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

  • Kun-Hung Cheng National Chiao Tung University
  • Chin-Chung Tsai National Taiwan University of Science and Technology

Abstract

The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e.,psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.

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Author Biographies

Kun-Hung Cheng, National Chiao Tung University
Digital Content Production Center, National Chiao Tung University, Taiwan
and Graduate Institute of Applied Science and Technology
National Taiwan University of Science and Technology,
Chin-Chung Tsai, National Taiwan University of Science and Technology
Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology
Published
2012-05-17
How to Cite
Cheng, K.-H., & Tsai, C.-C. (2012). Students’ interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment. Australasian Journal of Educational Technology, 28(4). https://doi.org/10.14742/ajet.830

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