Huahui Zhao

Teaching presence in computer conferencing learning environments : effects on interaction, cognition and learning uptake

This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Effects on interaction, cognition andlearning uptake : Effects on interaction, cognition andlearning uptake

This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing

Abstract Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the appropriateness of peer assessment for English as a Foreign Language writing in China, where peer assessment has been increasingly discussed and researched but only occasionally used in teaching. The current study scrutinised the reasons behind its limited use via in-depth exploratory interviews with 25 writing tutors with different teaching backgrounds. The interview data showed tutors’ limited knowledge of peer assessment and unanimous hesitation in using it. The former was explained by insufficient instruction and training in peer assessment. The latter relates to the incompatibility of peer assessment with the examinations-oriented education system, learners’ low English language proficiency and learning motivation, and the conflict of peer assessment with the entrenched teacher-driven learning culture. Suggestions are made about training and engaging teachers to effectively use peer assessment in instruction.

Who Takes the Floor? Peer Feedback or Teacher Feedback: An Investigation of Chinese University English Learners’ Use and Understanding of Peer and Teacher Feedback on Writing

In the past two decades, the development of sociocultural theory within the arena of English as a second language (ESL) learning has created a growing debate over the use of peer feedback to develop ESL learners’ writing proficiency. Empirical studies have shown that peer feedback assists ESL learners in revising their writing texts and possibly helps them in developing their English writing proficiency (e.g., Cheng & Warren, 2005; Ferris & Hedgcock, 1998). However, a closer look at the literature reveals that the use of peer feedback in the English as a Foreign Language (EFL) learning context throughout Asia is unexplored. Additionally, most studies compare peer feedback with teacher feedback in terms of the quantity of revisions peer feedback and teacher feedback trigger in redrafts. Few studies examine the learners’ understanding of peer feedback and teacher feedback that is used in redrafts. Learners using feedback without internalizing it may improve the immediate quality of written texts but do not necessarily contribute to the development of their long-term writing proficiency.