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Can we improve the quality & quantity of online discussion with rubrics and peer rating?

This study explores the use of rubrics and peer rating to improve the quality and quantity of online discussions. Results show that rubrics and grading increase critical thinking, promote earlier posts, and enhance interaction among students.

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Can we improve the quality & quantity of online discussion with rubrics and peer rating?

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  1. Can we improve the quality & quantity of online discussion with rubrics and peer rating? Lenny Shedletsky & Alice Goodwin Second New England Regional Sloan-C Conference on Online Learning, 2011

  2. SETTING THE STAGE: STUDY 1 • STUDY 1

  3. RESULTS OF STUDY 1

  4. RESULTS STUDY 1

  5. RESULTS OF STUDY 1 • 1. GREATER AMOUNT OF TALK F-2-F BUT MOSTLY CHIT CHAT (LOW LEVEL OF CRITICAL THINKING); • 2. ONLINE PRODUCED AN EVEN LOWER LEVEL OF CRITICAL THINKING & LESS TALK THAN F-2-F;

  6. STUDY 2 • STUDY 2

  7. RESULTS OF STUDY 2 • Summaries from online students received higher grades from 2 professors blind to the study than summaries for F2F students.

  8. STUDY 3 • STUDY 3

  9. RESULTS of STUDY 3 • The TA’s involvement in discussion had little to no effect on student-to-student interaction and only affected the level of EXPLORATION responses for critical thinking.

  10. Study 4 • Study 4

  11. Results of Study 4 • Personal Relevance of topics had no effect on student postings or critical thinking. Students’ self reported prediction of how personal relevance would affect their postings was not found in actual behavior observed.

  12. Study 5 • STUDY 5

  13. RESULTS OF STUDY 5

  14. STUDY 6: • Can we improve the quality & quantity of online discussion with rubrics and peer rating? • Since study 5 showed us that rubrics and grading posts increased critical thinking, produced earlier posts and more interaction, we wanted to find out if we could have the students rate one another.

  15. STUDY 6: PROCEDURES & RESULTS

  16. REFERENCES • Cases on Online Discussion and Interaction

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