The effects of an online learning environment with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology

The present study investigated the effects of an online learning environment supported with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. As part of a bigger project, a pre- and post-test study...

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Vydáno v:Journal of biological education Ročník 53; číslo 4; s. 390 - 398
Hlavní autoři: Valero Haro, Anahuac, Noroozi, Omid, Biemans, Harm J.A., Mulder, Martin
Médium: Journal Article
Jazyk:angličtina
Vydáno: London Routledge 08.08.2019
Taylor & Francis Ltd
Témata:
Biotechnology
Demonstrations (Educational)
Educational Environment
Electronic Learning
Essay writing
Essays
example-based learning
Feedback (Response)
Foreign Countries
Genetics
Instructional Effectiveness
Knowledge Level
online learning environment
Peer Evaluation
peer feedback
Persuasive Discourse
Student Improvement
Undergraduate Students
Netherlands
ISSN:0021-9266, 2157-6009
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Shrnutí:The present study investigated the effects of an online learning environment supported with worked examples and peer feedback on students' argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. As part of a bigger project, a pre- and post-test study design was used with 45 bachelor students who were randomly grouped in pairs. Students were asked to analyse a case and write an argumentative essay taking into account the advantages and disadvantages of genetically modified organisms. The results showed that the combination of worked examples and peer feedback improve the quality of argumentative essay writing and facilitate the acquisition of domain-specific knowledge. Implications, suggestions, and future research are discussed.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0021-9266
2157-6009
DOI:10.1080/00219266.2018.1472132