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A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment

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Blended Learning. Enhancing Learning Success (ICBL 2018)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 10949))

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Abstract

Blended learning has been widely used in the field of education. Previous studies revealed that peer evaluation was an effective way to implement blended learning. Therefore, the aim of this study was to explore the effects of peer evaluation on learning achievements in blended learning environment. The meta-analysis was conducted by integrating the quantitative findings of 23 empirical study from 2008 to 2017. The results indicated that the peer evaluation activity had a medium effect on students’ learning achievements. Further, the present study analyzed the effect sizes of seven moderating variables. It was found that writing essays had the highest impacts on students’ learning achievements. The anonymous evaluation was more effective than non-anonymous evaluation. Providing training for peer raters and teacher involvement produced the higher effect size. In addition, the effect size did not differ among different kinds of software and school levels. Social science learning domain yielded the better effect size than other learning domains. Finally, the results and future work were also discussed in detail.

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Acknowledgement

This study was funded by the project of English Course “Computer-Supported Collaborative Learning” in Beijing Normal University.

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Authors and Affiliations

  1. School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, 100875, China

    Panpan Cui & Lanqin Zheng

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  1. Panpan Cui
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  2. Lanqin Zheng
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Correspondence to Lanqin Zheng .

Editor information

Editors and Affiliations

  1. The Open University of Hong Kong, Hong Kong, China

    Simon K.S. Cheung

  2. City University of Hong Kong, Hong Kong, China

    Lam-for Kwok

  3. Kansai University, Osaka, Japan

    Kenichi Kubota

  4. The Open University of Hong Kong, Hong Kong, Hong Kong

    Lap-Kei Lee

  5. Kwansei Gakuin University, Osaka, Japan

    Jumpei Tokito

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Cui, P., Zheng, L. (2018). A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment. In: Cheung, S., Kwok, Lf., Kubota, K., Lee, LK., Tokito, J. (eds) Blended Learning. Enhancing Learning Success. ICBL 2018. Lecture Notes in Computer Science(), vol 10949. Springer, Cham. https://doi.org/10.1007/978-3-319-94505-7_18

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  • DOI: https://doi.org/10.1007/978-3-319-94505-7_18

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-94504-0

  • Online ISBN: 978-3-319-94505-7

  • eBook Packages: Computer ScienceComputer Science (R0)

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