在线同伴互评的评语采纳倾向--基于情绪体验的视角

College Students’ Adoption Tendency of Online Peer Review: An Emotional Experience based Perspective

在线同伴互评评语能否被采纳是衡量同伴互评效果的重要指标。然而,在同伴互评活动中,什么样的评语对同伴最有价值,哪种评语类型易被采纳,以及为什么会被采纳,目前的研究还没有明确的结论,甚至还有相当大的争论。本研究通过对某高校"现代教育技术"课程开展在线同伴互评活动的评语数据分析及评语采纳倾向的调查发现:1)同伴互评活动中,同伴反馈的评语类型导致大学生的情绪体验存在显著差异。2)大学生对同伴反馈评语产生的情绪体验会显著影响其对该评语采纳的倾向。3)在情感类评语中,大学生更倾向于采纳对其作品进行赞扬与认可的支持评语;在认知类评语中,大学生更倾向于采纳针对其作品提出具体修改意见的指导建议类评语;在元认知类评语中,大学生更倾向于采纳对其作品进行深入分析的评估类评语。本研究最后从互评氛围创设、评价量规制定、评语态度引导方面提出了提升大学生在线同伴互评的评语采纳率的建议。

With the development of Internet education, online peer review activities have gradually become an important part of college teaching. Whether the comments are adopted by a peer is an important indicator to measure the effectiveness of peer review activities. Through the analysis of college students’ evaluation data and the survey of their acceptance tendency of peer review activities, the results illustrate that:(1)The types of peer review has a significant impact on the learner’s emotional experience.(2)College students’ emotional experience of peer review can significantly affect earner’s tendency to adopt the review.(3)College students are more inclined to take comments that support their comments, or provide constructive feedback, or offer an in-depth and comprehensive analysis of their work. In the end, this study proposes three ideas to improve the peer-review adoption rate: the creation of a mutual review culture, the formulation of evaluation rubrics, and the guidance of evaluation attitude.