An Analysis of the Effectiveness of Online Peer Feedback at the United States Air Force Academy

📖 The Scoop

This thesis explores the effectiveness of the Air Force Academy's Department of English local area network peer feedback system. Four main questions were examined. These questions explored a) whether students reported improvement in their writing, b) whether students reported that feedback is worthwhile, c) whether students reported that LAN sessions increase enjoyment of writing, and d) what types of feedback the students 1) received and 2) found most helpful. Three groups were studied. Forty-six students received feedback online, fifty students received feedback face to face, and thirty-three students did not receive feedback. Comparisons were made for the questions mentioned above to see if there was any difference in the responses based on the method of feedback the students received. The results of the study suggest that students' perceived writing improvement is not affected by the peer feedback program. Peer feedback is successful in that students who participate find it to be worthwhile and at least one group believes that it makes writing more enjoyable. Finally, the two feedback groups reported receiving and wanting different types of feedback. The online group receives and prefers feedback on content, and the face to face group receives and prefers feedback on flow.

Genre: Technology & Engineering / Military Science (fancy, right?)