Abstract
<p>This study explored the impact of role-playing on the quality of peer feedback and learners’ perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners’ generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.</p>
Highlights
Case-based learning uses a “problem-based approach” to engage learners in solving “real or hypothetical problem situations, reflecting the kinds of experiences naturally encountered in the discipline under study” (Ertmer & Russell, 1995, p. 24)
This study explored whether a role-play strategy helps improve the generation of constructive peer feedback in a case-based problem solving learning activity in an online course
This study explored the impact of role-playing on the quality of peer feedback and learners’ perceptions of the role-play strategy in a case-based learning activity with VoiceThread in an online course
Summary
Case-based learning uses a “problem-based approach” to engage learners in solving “real or hypothetical problem situations, reflecting the kinds of experiences naturally encountered in the discipline under study” (Ertmer & Russell, 1995, p. 24). When providing and receiving peer feedback, learners have the opportunity to articulate and clarify their own thinking, to view peers’ ideas, and to negotiate and make sense of different perspectives Through this interactive process, learners collaboratively explore the given issues and develop more comprehensive knowledge on the issues, and achieve deeper understanding toward the subject. In their study of peer assessment in an undergraduate technology application course, Li, Liu, and Steckelberg (2010) found a positive and significant relationship between the quality of peer feedback that students provided for others and the quality of the students’ own final products, controlling for the quality of the initial projects They concluded that active engagement in reviewing peers’ projects might facilitate learning performance. This study explored whether a role-play strategy helps improve the generation of constructive peer feedback in a case-based problem solving learning activity in an online course.
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