Abstract

This study explores the effect on discussion quality of adding a feedback mechanism that presents users with an aggregate peer rating of the usefulness of the participant's contributions in online, asynchronous discussion. Participants in the study groups were able to specify the degree to which they thought any posted comment was useful to the discussion. Individuals were regularly presented with feedback (aggregated and anonymous) summarizing peers' assessment of the usefulness of their contribution, along with a summary of how the individuals rated their peers. Results indicate that continuous, anonymous, aggregated feedback had no effect on either the students' or the instructors' perception of discussion quality.

Library of Congress Subject Headings

Internet in higher education--Social aspects; Electronic discussion groups--Research; Peer review; Communication in education

Publication Date

5-1-2009

Document Type

Thesis

Department, Program, or Center

Department of Communication (CLA)

Advisor

Pugliese, Rudy

Advisor/Committee Member

Barnes, Susan

Advisor/Committee Member

Wallington, Clinton

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1044.87 .W45 2009

Campus

RIT – Main Campus

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