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Fostering critical thinking and reflection through blog-mediated peer feedback.

The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there...

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Published in:Journal of Computer Assisted Learning Vol. 32; no. 1; pp. 16 - 31
Main Author: Novakovich, J.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Feb2016
Online Access:View this record in EBSCOhost
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      dt: Feb2016
      vid: 32
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/jcal.12114
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        atl: Fostering critical thinking and reflection through blog-mediated peer feedback.
      aug:
        au: Novakovich, J.
        affil: Department of English, Concordia University, Montreal Quebec, Canada
      sug:
        subj:
          Critical Thinking
          Reflection
          Feedback
          Peer Review
          Blogs
          Writing Education
          Human
          Descriptive Statistics
          Quasi-Experimental Studies
          Students, College
          Seminars and Workshops
          Canada
          Random Assignment
          Summated Rating Scaling
          T-Tests
          Repeated Measures
      ab: The introduction of digital literacy practices has created a tension in academia, with many academics challenging the view that critical thinking can be fostered on social networks. A quasi-experimental study was conducted on two sections of university-level writing classrooms to determine if there were meaningful differences in the quality of writing and peer feedback generated through in-class draft workshops using traditional methods as compared to draft workshops using a blogging platform. The results indicated that blogs produced a higher quality of writing as measured by grades, f(42) = 11.512, p < .002 and acceptance scores, f(42) = 8.364, p < .006. Furthermore, blog-mediated peer workshops produced a statistically significantly higher number of critical comments, f(42) = 120.438, p < .000; and directive comments, f(42) = 33.861, p < .000. There were no statistically significant differences in the number of editing comments, f(42) = .001, p < .974, and traditional draft workshops produced a statistically significant higher number of naïve comments, f(42) = 14.119, p < .001.Within the study, critical comments were found to correlate positively with learning outcomes, b = 1.115, t(41) = 2.716, p < .01. The findings suggest that blogging software improved learner performance and fostered complex literacy skills.
      pubtype: Academic Journal
      doctype:
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        tables/charts
        Journal Article
      ougenre: Article
    language: English
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