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Attitude Toward Online Peer-Assessment Activity: Experiential Learning Theory Viewpoint

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Innovative Technologies and Learning (ICITL 2018)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11003))

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Abstract

Kolb’s Experiential Learning Theory (ELT) can help educators design learning activities with holistic view in mind. By understanding student’s learning preference, educators may choose the methods that interest students most. From our study of 175 Taiwanese postgraduate students, 49.7% of them are assimilating (AS) type who learn best through reflection and conceptualization. Online peer-assessment activity is found to be preferred in attitude by AS type students over diverging (DI) type. As a result, the utilization of seminars with online peer-assessment can provide real world simulation and may interest the majority of postgraduate students. The implication of using ELT in learning activity design is also discussed.

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Author information

Authors and Affiliations

  1. Department of Technology Application and Human Resource Development, National Taiwan Normal University, No. 162, Section 1, HePing E. Road, Taipei, 106, Taiwan

    Wan-Hsuan Yen & Chi-Cheng Chang

Authors
  1. Wan-Hsuan Yen
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  2. Chi-Cheng Chang
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Corresponding author

Correspondence to Wan-Hsuan Yen .

Editor information

Editors and Affiliations

  1. National Yunlin University of Science and Technology, Yunlin, Taiwan

    Ting-Ting Wu

  2. Kun Shan University, Tainan City, Taiwan

    Yueh-Min Huang

  3. Nanjing Normal University, Nanjing, China

    Rustam Shadiev

  4. University of North Texas, Denton, TX, USA

    Lin Lin

  5. University of Ljubljana, Ljubljana, Slovenia

    Andreja Istenič Starčič

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Yen, WH., Chang, CC. (2018). Attitude Toward Online Peer-Assessment Activity: Experiential Learning Theory Viewpoint. In: Wu, TT., Huang, YM., Shadiev, R., Lin, L., Starčič, A. (eds) Innovative Technologies and Learning. ICITL 2018. Lecture Notes in Computer Science(), vol 11003. Springer, Cham. https://doi.org/10.1007/978-3-319-99737-7_6

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  • DOI: https://doi.org/10.1007/978-3-319-99737-7_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99736-0

  • Online ISBN: 978-3-319-99737-7

  • eBook Packages: Computer ScienceComputer Science (R0)

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