Effects of Academic Prestige on Citations From Peers During an Online Student Test-Construction Learning Activity

• In Event: Poster Session 19
  In Poster Session: Technology as an Agent of Change for Teaching and Learning SIG Poster Session

Abstract

Effects of academic prestige on citations from peers under an online student test-construction learning activity context were examined. Three fifth-grade classes (N = 75) participated for fourteen weeks. Social network analysis, Quadratic Assignment Procedure regression, and Pearson correlation test were adopted for data analysis. Data obtained include participants’ perceived and actual academic prestige, citation patterns, and factors affecting decision-making on citations from a post-study survey. Non-significant effects between perceived and actual academic prestige and citations were found. Moreover, the majority of the participants weighed their decisions regarding citing of peer-generated questions on a mixed of factors—with the content of questions being attended to more extensively. Implications and significance of the work is discussed.

Authors

• Fu-Yun Yu, National Cheng Kung University

• Shannon Hsianghan-Huang Sung, Spelman College