作者: Anindito Aditomo , Rafael A. Calvo , Peter Reimann
DOI:
关键词: Collaborative writing 、 Perception 、 Peer reviewing 、 Pedagogy 、 Repertory grid 、 Peer feedback 、 Learning resource 、 Construct (philosophy) 、 Psychology 、 Affect (psychology)
摘要: Students' perceptions of technology-supported collaborative writing (CW) and peer reviewing are important because these affect adoption decisions, initial engagement, continued reliance on collaboration/peer feedback as a learning resource. This paper describes demonstrates the utility Repertory Grid Technique to probe such perceptions. Combining interviews written surveys, this study uncovered constructs that engineering students’ use think about CW/peer-reviewing, interesting patterns relations among those constructs. For instance, while students perceived activities involve construction personal arguments (such CW) be exciting effective for learning, they also judged time-consuming stressful. found differences in construct systems high- low-performing students.