Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback ac...

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Autores principales:	Yu-Hui Ching, Yu-Chang Hsu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	role-play peer feedback interpersonal feedback type online discussion voicethread Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b28ff285b8964ace97a8f7f03c85ea54
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spelling	oai:doaj.org-article:b28ff285b8964ace97a8f7f03c85ea542021-12-02T19:20:43ZLearners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study10.19173/irrodl.v17i2.22211492-3831https://doaj.org/article/b28ff285b8964ace97a8f7f03c85ea542016-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2221https://doaj.org/toc/1492-3831Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners’ positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers’ work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners’ interpersonal beliefs in peer-feedback activity and their feedback quality. Yu-Hui ChingYu-Chang HsuAthabasca University Pressarticlerole-playpeer feedbackinterpersonalfeedback typeonline discussionvoicethreadSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	role-play peer feedback interpersonal feedback type online discussion voicethread Special aspects of education LC8-6691
spellingShingle	role-play peer feedback interpersonal feedback type online discussion voicethread Special aspects of education LC8-6691 Yu-Hui Ching Yu-Chang Hsu Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
description	Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners’ perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners’ positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers’ work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners’ interpersonal beliefs in peer-feedback activity and their feedback quality.
format	article
author	Yu-Hui Ching Yu-Chang Hsu
author_facet	Yu-Hui Ching Yu-Chang Hsu
author_sort	Yu-Hui Ching
title	Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
title_short	Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
title_full	Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
title_fullStr	Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
title_full_unstemmed	Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study
title_sort	learners’ interpersonal beliefs and generated feedback in an online role-playing peer- feedback activity: an exploratory study
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/b28ff285b8964ace97a8f7f03c85ea54
work_keys_str_mv	AT yuhuiching learnersinterpersonalbeliefsandgeneratedfeedbackinanonlineroleplayingpeerfeedbackactivityanexploratorystudy AT yuchanghsu learnersinterpersonalbeliefsandgeneratedfeedbackinanonlineroleplayingpeerfeedbackactivityanexploratorystudy
_version_	1718376816270376960

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

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