Fostering peer feedback in a large online creative non-fiction class at a regional university, Part 2

This project investigates best practices for facilitating peer feedback of creative works in a large online writing classroom, using the unit WRIT309/509 Writing Creative Non-fiction. It builds on findings from the 2019 study of this unit, “Fostering peer feedback in a large online creative non-fiction class at a regional university.” Research shows that giving formative feedback on peer’s drafts provokes revision and reflection. However, managing peer feedback processes is complicated in online learning environments with large student cohorts. Further complications arise when students must provide feedback on student’s life narratives and personal writing. This project seeks to use a short anonymous survey to ascertain online students’ experiences when engaging with peer feedback in the unit.本研究依托WRIT309/509《创意非虚构写作》课程，探讨大型在线写作课堂中创意作品同伴互评的最佳实践。本研究基于该课程2019年的一项研究成果——《区域大学大型在线创意非虚构写作课堂中的同伴互评培育》。已有研究表明，针对同伴的习作提供形成性反馈（formative feedback），能够推动学生开展修订与反思活动。然而，在学生规模庞大的在线学习环境中，管理同伴互评流程存在诸多挑战。当学生需要对他人的人生叙事与个人创作进行反馈时，会进一步加剧流程管理的复杂性。本项目计划通过一份简短的匿名问卷，了解修读该课程的在线学生参与同伴互评环节的实际体验。

搜集汇总

背景与挑战

背景概述

该数据集是2021年由University of New England发布的研究项目第二部分，专注于在线创意非小说写作课程中促进同伴反馈的最佳实践。它通过匿名调查收集学生在大型在线课堂中参与同伴反馈的体验数据，旨在解决在线学习环境下管理同伴反馈的挑战，特别是针对学生生活叙事和个人写作的反馈。数据集涉及创意写作和创意艺术领域，是2019年相关研究的延续。