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The Effect of Peer Feedback and Formative Feedback on the Design and Production of the Instructional Project | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقاله 5، دوره 10، شماره 3، آذر 2019، صفحه 42-48 اصل مقاله (474.7 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2019.45864 | ||
| نویسندگان | ||
| Mohammad Shahalizade* 1؛ Reza Mozaffari2؛ Jafar Ahmadigol3؛ Hasan Roshani Ali Bene See4 | ||
| 1Eductional Science, Farhangian University, Ardebil, Iran | ||
| 2Educational Science Group, Farhangian University, Ardebil, Iran | ||
| 3Master Degree of Instructional Technology, Kharazmi University, Karaj Branch | ||
| 4Department of Management of Higher Education, Urmie University, Urmie, Iran | ||
| چکیده | ||
| Background: The present study aims to create web-based learning with peer feedback and formative feedback and web-based learning without peer feedback and formative feedback in the design and production of educational projects. It also aims to investigate the role of peer feedback and formative feedback in the design and production of instructional projects. Methods: quantitative approach with quasi-experimental design is used in this research. Research population is all students of Farhangian University of Ardebil in the course of ICT for instruction and learning, who entered university in 2018. Sample of the study includes 40 students, selected by random cluster sampling method. First, pre-test is performed by an 8-item test. Then, the experiment group receives training via web-based learning with peer feedback and formative feedback and control group receives training by web-based learning without the peer feedback and formative feedback. Post-test is performed with the same questions. SPSS software, version 19, is used for ANCOVA analysis. Results: According to the results, the experimental group receives high scores in designing and producing of educational projects (mean=13.50 and 18.50. P=0.001). Findings of this research suggest that using peer feedback and formative feedback in web-based learning in designing and producing projects must be designed implemented by instructors. Also, taking into account their important features and functions is a necessity for attaining effectiveness in the instruction. Conclusion: This research has shown that peer feedback and formative feedback in web-based learning have positive effect on the learning. Thus, it is suggested that peer feedback and formative feedback must be applied in web-based learning environment. | ||
| کلیدواژه‌ها | ||
| Learning؛ Formative feedback؛ Peer feedback؛ Design؛ Project؛ Instructional | ||
| مراجع | ||
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