Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis-Reference-Cited by-同舟云学术

Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis

Published:2013-10-21 Issue:2 Volume:24 Page:171-188
ISSN:1475-939X
Container-title:Technology, Pedagogy and Education
language:en
Short-container-title:Technology, Pedagogy and Education

Author:

Cheng Kun-Hung,Hou Huei-Tse

Publisher

Informa UK Limited

Subject

Computer Science Applications,Communication,Education,Information Systems

Link

http://www.tandfonline.com/doi/pdf/10.1080/1475939X.2013.822416

Reference39 articles.

1. On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning

2. An educational research course facilitated by online peer assessment

3. Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment

4. Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system

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