| Autor: |
Sapolnach Prompiengchai, Nadia Khattab Baby, Steve Joordens |
| Jazyk: |
angličtina |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Social Sciences and Humanities Open, Vol 10, Iss , Pp 101058- (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2590-2911 |
| DOI: |
10.1016/j.ssaho.2024.101058 |
| Popis: |
Peer learning, a learner-centered approach where students learn from and with each other, extends to the practices of peer assessment and peer feedback. In this study, we explored the implementation of an online peer assessment and feedback tool called peerScholar in Indian and Canadian secondary schools. Grade 9 Indian students (n = 15) and Canadian students (n = 22) who used peerScholar answered a modified Intrinsic Motivation Inventory (IMI) questionnaire about their subjective experience. Three Indian teachers who piloted peerScholar participated in the semi-structured interviews. All the participants were using peer assessment for the first time. Overall, both quantitative and qualitative data highlight that Indian teachers and students embraced learner-centered approaches, despite the concept of learner-centered education being a relatively new concept for all participants. Indian students had significantly higher interest/enjoyment (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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