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Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorIolie Nicolaidou-
dc.contributor.otherΝικολαίδου, Ιόλη-
dc.date.accessioned2015-04-20T07:55:16Z-
dc.date.accessioned2015-12-08T09:14:21Z-
dc.date.available2015-04-20T07:55:16Z-
dc.date.available2015-12-08T09:14:21Z-
dc.date.issued2013-10-
dc.identifier.citationComputers & Education, 2013, vol. 68, pp. 404–415.en_US
dc.identifier.issn03601315-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/3458-
dc.description.abstractE-portfolios show great promise for supporting students' writing performance and facilitating peer feedback, but empirical research of their use in primary education is limited. To address this gap, a yearlong study was conducted in a 4th grade primary class in Cyprus implementing e-portfolios (n = 20) to help students document their progress and send feedback to peers. A generic, open source weblog tool localized into Greek was used as an e-portfolio tool. Data sources included 176 student-essays, 1306 instances of peer feedback, students pre- and post-tests on writing performance, nine videotaped student interviews and one teacher interview. A paired samples t-test analysis showed that there was a statistically significant difference between students' pre-test (M = 62.6, SD = 9.82, n = 20) and post-test (M = 76.5, SD = 12.6, n = 20) on writing performance (t (19) = −8.03, p < .01). A repeated measures analysis of variance on e-portfolio artifacts showed that there were learning gains with respect to students' writing performance over time [F(4.01, 76.25) = 31.59, p < .01, η2 = 0.89]. A qualitative analysis of students' comments showed that students provided more thorough peer feedback over time and became gradually more capable of providing corrective feedback. The qualitative analysis of student interviews provided evidence that students valued peer feedback in their portfolios. The analysis of the teacher interview showed that average and high-ability students benefited the most from peer feedback. This study provided evidence that e-portfolios can support the development of students' writing performance and peer feedback skills in the context of primary school essay writing. Instructional implications for portfolio implementation are offered.en_US
dc.language.isoenen_US
dc.relation.ispartofComputers & Educationen_US
dc.rights© Elsevieren_US
dc.subjectE-portfoliosen_US
dc.subjectWriting performanceen_US
dc.subjectPeer feedbacken_US
dc.subjectElementary educationen_US
dc.subjectPedagogical issuesen_US
dc.titleE-portfolios supporting primary students' writing performance and peer feedbacken_US
dc.typeArticleen_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryMedia and Communicationsen_US
dc.journalsSubscriptionen_US
dc.reviewPeer Revieweden
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1016/j.compedu.2013.06.004en_US
dc.dept.handle123456789/100en
dc.relation.volume68en_US
cut.common.academicyear2013-2014en_US
dc.identifier.spage404en_US
dc.identifier.epage415en_US
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.journal.journalissn0360-1315-
crisitem.journal.publisherElsevier-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.orcid0000-0002-8267-0328-
crisitem.author.parentorgFaculty of Communication and Media Studies-
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