In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes (n = 35) whereas providers and recipients of peer…

The main goal of the present study is to investigate empirically the effects of Asynchronic Learning Network (ALN) embedded within metacognitive instruction (META) on two components of metacognitive awareness: Knowledge about Cognition (KC) and Regulation of Cognition (RC). Participants were 202 tenth grade students: 102 students who studied under…

This study examined students' perceptions of peer feedback and learning in a large, undergraduate course that incorporated supplementary online discussions. Peer feedback (PF) was facilitated via an automated rating system, within Blackboard discussion forums, for half of the students enrolled in the course. Following the peer feedback process,…

The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…

To monitor and enhance the learning performance of learning groups in a Web learning system, teachers need to know the learning status of the group and determine the key influences affecting group learning outcomes. Teachers can achieve this goal by observing the group discussions and learning behavior from Web logs and analyzing the Web log data…

Examines the presence of two factors, cooperative learning training and problem-solving computer-based instruction (CBI), in 23 studies which compared cooperative CBI (C-CBI) and individual CBI (I-CBI). Results provide more evidence that cooperative learning and problem-solving CBIs are important factors in increasing achievement, group…

Reports on a study in which 31 undergraduate students practiced academic argumentation by e-mail. In the two "tutored" e-mail study groups, discussion topics were selected by the tutor, while in the two self-directed "student-led" groups, selection was by the students. Results support the superiority of the student-led mode over the tutor-led mode…

One hundred sixty students in an educational psychology course used WebCT Discussions to satisfy one of two study group conditions, reciprocal peer questioning or mnemonic devices. Students made postings according to their assigned study strategy in order to facilitate the learning of their group. At the end of the academic term, student…