Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
ICT-supported peer interaction among learners in bachelor’s and master’s thesis courses
Institutionen för data- och systemvetenskap, Stockholms universitet.
Jönköping University, Jönköping International Business School, JIBS, Informatics.
2016 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 94, p. 276-297Article in journal (Refereed) Published
Abstract [en]

Peer interaction and collaborative learning through the use of ICT (Information and Communication Technology) is used to an increasing extent in higher education. Universities attempt to motivate learners (students) to support their peers to enhance the quality of learning outcomes. This study monitors how an ICTSS (ICT-based Support System) facilitates peer interaction in the Bachelor’s and Master’s thesis process. The aim of the study was to investigate learners’ perception of usefulness of an ICTSS for peer interaction and the influencing factors on the quality of the peer interaction. The ICTSS was developed at the Department of Computer and Systems Sciences (DSV), at Stockholm University. The system facilitates peer interaction in three ways: peer reviews, active participation, and final opposition. The study employed a mixed-method approach, which included an online survey followed by in-depth interviews. The target groups were learners at the Bachelor’s and Master’s level in computer science and information systems. The findings showed that learners perceived the peer interaction useful to enhance the quality of the thesis outcomes. However, there are influencing factors affecting the quality of peer interaction, in different phases of the thesis process. Examples of these factors are the quality of thesis manuscripts, supervisors’ control and grading of the process, clear instructions and guidelines, learners’ understanding of the peer interaction and why it takes place, previous training and learners’ motivation to perform peer reviews. Following these factors, the study developed a set of strategic suggestions from both pedagogical and technical aspects to enhance the peer interaction in the thesis process. Considering these suggestions makes the use of the ICTSS more effective to enhance the quality of thesis learning outcomes.

Place, publisher, year, edition, pages
2016. Vol. 94, p. 276-297
Keywords [en]
Collaborative learning, thesis process, higher education, peer-review, peer interaction
National Category
Information Systems, Social aspects
Identifiers
URN: urn:nbn:se:hj:diva-28671DOI: 10.1016/j.compedu.2015.11.006ISI: 000370303500020Scopus ID: 2-s2.0-84952360509OAI: oai:DiVA.org:hj-28671DiVA, id: diva2:884946
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-12-01Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Keller, Christina

Search in DiVA

By author/editor
Keller, Christina
By organisation
JIBS, Informatics
In the same journal
Computers and education
Information Systems, Social aspects

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 402 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf