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Erschienen in:
The Challenge for Higher Education Reform in Japan by Seven Samurai Kapitel lesen Erstes Kapitel lesen

2018 | OriginalPaper | Buchkapitel

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment

verfasst von : Panpan Cui, Lanqin Zheng

Erschienen in: Blended Learning. Enhancing Learning Success

Verlag: Springer International Publishing

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Abstract

Blended learning has been widely used in the field of education. Previous studies revealed that peer evaluation was an effective way to implement blended learning. Therefore, the aim of this study was to explore the effects of peer evaluation on learning achievements in blended learning environment. The meta-analysis was conducted by integrating the quantitative findings of 23 empirical study from 2008 to 2017. The results indicated that the peer evaluation activity had a medium effect on students’ learning achievements. Further, the present study analyzed the effect sizes of seven moderating variables. It was found that writing essays had the highest impacts on students’ learning achievements. The anonymous evaluation was more effective than non-anonymous evaluation. Providing training for peer raters and teacher involvement produced the higher effect size. In addition, the effect size did not differ among different kinds of software and school levels. Social science learning domain yielded the better effect size than other learning domains. Finally, the results and future work were also discussed in detail.

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Vorheriges Kapitel Evaluation of the Use of Mobile Devices for Clinical Practicum in Nursing Education
Nächstes Kapitel Automatic Assessment via Intelligent Analysis of Students’ Program Output Patterns
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Metadaten
Titel
A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment
verfasst von
Panpan Cui
Lanqin Zheng
Copyright-Jahr
2018
Buch
Blended Learning. Enhancing Learning Success

Print ISBN: 978-3-319-94504-0

Electronic ISBN: 978-3-319-94505-7

Copyright-Jahr: 2018

DOI
https://doi.org/10.1007/978-3-319-94505-7_18