Paired Peer Feedback: A Way to Support Academic Writing in Online Graduate Courses

ID: 52269 Type: Full Paper
  1. Laurie Sharp, West Texas A&M University, United States
  2. Lawrence Scott, Texas A&M University - San Antonio, United States

Tuesday, March 27 4:45 PM-5:15 PM

No presider for this session.

Academic success among graduate students depends upon proficiency with digital literacy skills and academic writing skills. As online coursework becomes more prevalent, it is imperative to identify ways to develop academic writing skills among graduate students in online contexts. The current study examined how the use of a structured paired peer feedback task impacted perceptions of importance and levels of confidence among graduate students enrolled in an online education course. A mixed methods research design was utilized among 42 participants. Data were collected via a pre- and post-questionnaire and analyzed quantitatively with paired samples t-tests and qualitatively using descriptive and interpretive analytic approaches. Quantitative data analyses revealed one statistically significant finding, and qualitative data analyses resulted in the identification of five themes. A discussion of results was provided, along with limitations and recommendations for future research.

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