Multi‐drafting feedback process in a web‐based environment

Multi‐drafting feedback process in a web‐based environment Purpose – The purpose of this paper is to explore the nature of multi‐drafting among college students according to demographic characteristics and measure its impact on students' achievements. Design/methodology/approach – The research was conducted in two stages. First, a preliminary research based on data from the Highlearn web‐based content learning environment, analyzing the correlations between the number of drafts submitted and the final grade per assignment. Second, a questionnaire based and designed to evaluate the influence of the demographic background of students on multi‐drafting traits. The variables influencing the utilization of multi‐drafting for a given assignment were examined using a 23‐item Likert scale questionnaire. Findings – The results indicate that students tend to regard multi‐drafting as a positive usage of time; they appreciate it as an opportunity to improve their grades; and they value its advantage for fairness of grading. The research establishes the fact that marital status and gender influence students' attitudes toward multi‐drafting. Practical implications – Web‐based content learning environments are becoming part of the academic learning environment. Thus, the prospect of shifting from summative to formative evaluation in order to enhance meaningful learning can be achieved through a number of teaching techniques, of which one of them is multi‐drafting. Understanding the variables influencing the way students utilize multi‐drafting will help incorporating it with a maximum benefit. Originality/value – The paper's findings connect multi‐drafting teaching technique to a variety of variables which may hinder its implementation. These findings are of value to practitioners and researchers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Multi‐drafting feedback process in a web‐based environment

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Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
1741-5659
DOI
10.1108/17415651011071046
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to explore the nature of multi‐drafting among college students according to demographic characteristics and measure its impact on students' achievements. Design/methodology/approach – The research was conducted in two stages. First, a preliminary research based on data from the Highlearn web‐based content learning environment, analyzing the correlations between the number of drafts submitted and the final grade per assignment. Second, a questionnaire based and designed to evaluate the influence of the demographic background of students on multi‐drafting traits. The variables influencing the utilization of multi‐drafting for a given assignment were examined using a 23‐item Likert scale questionnaire. Findings – The results indicate that students tend to regard multi‐drafting as a positive usage of time; they appreciate it as an opportunity to improve their grades; and they value its advantage for fairness of grading. The research establishes the fact that marital status and gender influence students' attitudes toward multi‐drafting. Practical implications – Web‐based content learning environments are becoming part of the academic learning environment. Thus, the prospect of shifting from summative to formative evaluation in order to enhance meaningful learning can be achieved through a number of teaching techniques, of which one of them is multi‐drafting. Understanding the variables influencing the way students utilize multi‐drafting will help incorporating it with a maximum benefit. Originality/value – The paper's findings connect multi‐drafting teaching technique to a variety of variables which may hinder its implementation. These findings are of value to practitioners and researchers.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Jun 1, 2010

Keywords: Content management; Internet; Students; Feedback; Written communications; Israel

References

  • Researching electronic portfolios and learner engagement: the reflect initiative
    Barrett, H.
  • Feedback for web‐based assignments
    Collis, B.; De Boer, W.; Slotman, K.
  • Principles of Instructional Design
    Gagne, R.M.; Briggs, L.J.; Wager, W.W.
  • Concept mapping brings long‐term movement toward meaningful learning
    Heinze‐Fry, J.A.; Novak, D.N.
  • Metadiscourse in academic writing: a reappraisal
    Hyland, K.; Tse, P.

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