Individual Characteristics, Learning Motivation, and Willingness to Provide and Receive Peer Feedback in a Collaborative Online Learning Environment

• In Event: 81.032 - MTCC Roundtable Session 37
  In Roundtable Session: 81.032-7 - Community, Peer Feedback, and Adaptive Learning

Abstract

While research has been completed to explore the relationship between students’ learning motivation and attitudes toward peer feedback activities in collaborative online learning environments, little research has been conducted to take student characteristics (e.g., gender, age, prior experience) into consideration. This mixed-methods study utilized pre and post test to examine whether individual characteristics affect students’ level of participation in peer feedback activities. The results showed that there is no statistical significance for motivation across the three levels of autonomous, controlled or demotivation between the pre and post test, however, individual characteristics did impact attitudes toward providing and receiving peer feedback. Furthermore, attitudes toward participating in peer feedback activities changed between the pre and post test.

Authors

• Victoria Lynn Lowell, Purdue University

• Yishi Long, Purdue University