How Did Peer Comments Affect Students’ Online Inquiry?

• In Event: Evaluating the Impact of Instruction

Short Description

This presentation reports a mixed-methods study about group interaction styles (free style and peer commenting) in team blogging on students’ individual knowledge construction and group cognition from online inquiry. Thirty-six students participated in the study. Data analyses included analysis of team-generated tagclouds, computer-based content analysis of the blog posts, and thematic coding of participants’ and instructor interviews. Results revealed that the relatively intense group interactions on teamblogs promoted individual learning due to several factors.

Authors

• Presenter: Ying Xie, Northern Illinois University

• Contributor: Shu-Yuan Lin, Idaho State University

• Presenter: Kyung Kim, Northern Illinois University