Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes

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dc.article.number104446
dc.catalogadorjlo
dc.contributor.authorRodríguez Palma, María Fernanda
dc.contributor.authorNussbaum, Voehl Miguel
dc.contributor.authorYunis Poza, Leyla Nicole
dc.contributor.authorReyes Torres, Tomás Hernan
dc.contributor.authorJoublan Rocamora, Jean Paul Andre
dc.contributor.authorNavarrete Ramírez, Patricio Ignacio
dc.contributor.authorAlvares Da Silva, Danilo
dc.date.accessioned2023-09-26T19:05:10Z
dc.date.available2023-09-26T19:05:10Z
dc.date.issued2022
dc.description.abstract© 2022 Elsevier LtdThe growing demand for access to higher education has seen institutions turn increasingly towards large classes. Implementing active, problem-based learning in this context can be difficult as it requires the lecturer to attend to every student's individual needs. Given the lack of tools for providing personalized feedback, this represents a significant challenge. The aim of this study is to see how best to support lecturers in giving timely feedback to students in a large class during problem-based learning. To meet this goal, we propose a model that combines feedforward, scaffolded using an automated summarization tool, with peer feedback. In this sense, the lecturer first provides feedforward through a series of general comments before an anonymous peer gives personalized feedback. The results show that, despite not giving personalized feedback, the lecturer is able to provide enriched formative feedforward thanks to the summary generated by the automated system. Furthermore, in more qualitative terms, the students show that they appreciate the opportunity to both give and receive feedback. Finally, the students' critical thinking skills are also shown to improve progressively from one activity to the next. Given the research gap regarding how lecturers use the reports generated by automated summarization tools, our study contributes to the literature by proposing a strategy for lecturers to use such reports to provide feedforward. Additionally, this study also contributes to the literature by proposing a model that can be fully integrated in both synchronous and asynchronous online learning.
dc.description.abstractThe growing demand for access to higher education has seen institutions turn increasingly towards large classes. Implementing active, problem- based learning in this context can be difficult as it requires the lecturer to attend to every student’s individual needs. Given the lack of tools for providing personalized feedback, this represents a significant challenge. The aim of this study is to see how best to support lecturers in giving timely feedback to students in a large class during problem-based learning. To meet this goal, we propose a model that combines feedforward, scaffolded using an automated summarization tool, with peer feedback. In this sense, the lecturer first provides feedforward through a series of general comments before an anonymous peer gives personalized feedback. The results show that, despite not giving personalized feedback, the lecturer is able to provide enriched formative feedforward thanks to the summary generated by the automated system. Furthermore, in more qualitative terms, the students show that they appreciate the opportunity to both give and receive feedback. Finally, the students’ critical thinking skills are also shown to improve progressively from one activity to the next. Given the research gap regarding how lecturers use the reports generated by automated summarization tools, our study contributes to the literature by proposing a strategy for lecturers to use such reports to provide feedforward. Additionally, this study also contributes to the literature by proposing a model that can be fully integrated in both synchronous and asynchronous online learning.
dc.description.funderCONICYT
dc.description.funderFONDECYT
dc.fechaingreso.objetodigital2023-09-26
dc.format.extent13 páginas
dc.fuente.origenSIPA
dc.identifier.doi10.1016/j.compedu.2022.104446
dc.identifier.issn03601315
dc.identifier.scopusidSCOPUS_ID:85124296503
dc.identifier.urihttp://www.journals.elsevier.com/computers-and-education/
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/74701
dc.identifier.wosidWOS:000793255300009
dc.information.autorucEscuela de Ingeniería; Rodríguez Palma, María Fernanda; 0000-0001-5578-922X; 187651
dc.information.autorucEscuela de Ingeniería; Nussbaum, Voehl Miguel; 0000-0001-5617-5983; 99303
dc.information.autorucEscuela de Ingeniería; Yunis Poza, Leyla Nicole; S/I; 232461
dc.information.autorucEscuela de Ingeniería; Reyes Torres, Tomás Hernan; ; 131463
dc.information.autorucEscuela de Ingeniería; Joublan Rocamora, Jean Paul Andre; ; 232758
dc.information.autorucEscuela de Ingeniería; Navarrete Ramírez, Patricio Ignacio; ; 223336
dc.information.autorucFacultad de Matemáticas; Alvares Da Silva, Danilo; 0000-0003-3764-0397; 1081962
dc.issue.numero182
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final13
dc.pagina.inicio1
dc.relation.ispartofComputers and Education
dc.revistaComputers and Education
dc.rightsacceso restringido
dc.subjectEducación
dc.subjectEducación superior - Investigaciones - Chile - Enseñanza con ayuda de computadores
dc.subject.ddc378.1967
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleUsing scaffolded feedforward and peer feedback to improve problem-based learning in large classes
dc.typeartículo
sipa.codpersvinculados187651
sipa.codpersvinculados99303
sipa.codpersvinculados232461
sipa.codpersvinculados131463
sipa.codpersvinculados232758
sipa.codpersvinculados223336
sipa.codpersvinculados1081962
sipa.indexSCOPUS
sipa.indexWOS
sipa.trazabilidadSCOPUS;21-03-2022
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