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Chengming Zhang; Florian Hofmann; Lea Plößl; Michaela Gläser-Zikuda – Education and Information Technologies, 2024
Reflective practice holds critical importance, for example, in higher education and teacher education, yet promoting students' reflective skills has been a persistent challenge. The emergence of revolutionary artificial intelligence technologies, notably in machine learning and large language models, heralds potential breakthroughs in this domain.…
Descriptors: Foreign Countries, Higher Education, Reflection, Student Writing Models
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Bhullar, Naureen; Rose, Karen C.; Utell, Janine M.; Healey, Kathryn N. – Journal on Excellence in College Teaching, 2014
The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…
Descriptors: Peer Evaluation, Student Writing Models, Writing (Composition), Undergraduate Students
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Shi, Weixuan; Han, Jikun – English Language Teaching, 2014
Writing, as an advanced model of output, not only conveys the subject but also realizes the communication between readers and writers. Metadiscourse can help writers arrange and organize the discourse to influence readers' understanding of the text and their attitude towards its content. Taking writing samples of College English Test Band 4…
Descriptors: Writing Research, College English, Student Writing Models, Meta Analysis
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Hayward, Stephen; Pjesky, Rex – Journal of Instructional Pedagogies, 2012
This paper uses a blind grading process to test if the performance of online students were different from traditional students using a term paper from an economics graduate course. Consistent with the literature, no significant difference was found between the scores of online students and those of traditional students. Also consistent with the…
Descriptors: Online Courses, Conventional Instruction, Grading, Scoring Formulas
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Patton, Martha Davis; Taylor, Summer Smith – Across the Disciplines, 2013
This study examines the writing of 30 engineering students, faculty response, students' reading of the response, subsequent revision, and faculty evaluation to ask what factors contribute to constructive conversation about writing. It affirms previous research that suggests engineering faculty do not provide the facilitative commentary widely…
Descriptors: Writing Across the Curriculum, Writing Instruction, Writing (Composition), Engineering Education