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The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment

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Blended Learning: Re-thinking and Re-defining the Learning Process. (ICBL 2021)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 12830))

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Abstract

This study explored the influence of different partnerships on learners’ learning motivation and social network in online peer assessment, designed a single-factor experiment with 93 students from Central China Normal University as the research object. Students in one experimental group are in a one-to-one fixed partnership peer assessment, while students in the other experimental group are allowed to freely and dynamically invite their peers in assessment and discussion. This study confirmed that the free inviting partnership between students had a positive impact on their learning motivation in the peer assessment. Social network analysis found that the interactive network formed by the dynamic invitation partnership is closer, and student participation is higher. However, the interactive network formed by the fixed partnership is looser, student participation is lower, and the level of student participation varies greatly. Furthermore, the students who occupied the central position in the out-degree centrality perceived higher-level learning motivation. For in-degree centrality, the students who occupied the central position in the in-degree centrality perceived higher-level learning motivation in the dynamic invitation partnership, while there is no significant difference between learners in the fixed partnership. Based on this, the study suggests that educators could take advantage of the dynamic pairing or inviting mechanism to sustain students’ motivation in networked peer assessment. Meanwhile, educators could use out-degree centrality and in-degree centrality to monitor students’ engagement in online collaborative learning activities.

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Authors and Affiliations

  1. Central China Normal University, Wuhan, 430079, China

    Yuru Lin, Yi Zhang & Yichi Wang

Authors
  1. Yuru Lin
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  2. Yi Zhang
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  3. Yichi Wang
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Corresponding author

Correspondence to Yuru Lin .

Editor information

Editors and Affiliations

  1. Hong Kong Polytechnic University, Hong Kong, China

    Richard Li

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

    Simon K. S. Cheung

  3. Kansai University, Osaka, Japan

    Chiaki Iwasaki

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

    Lam-For Kwok

  5. Nihon Fukushi University, Nagoya, Japan

    Makoto Kageto

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Lin, Y., Zhang, Y., Wang, Y. (2021). The Influence of Different Partnerships on Learning Motivation and Social Network in Peer Assessment. In: Li, R., Cheung, S.K.S., Iwasaki, C., Kwok, LF., Kageto, M. (eds) Blended Learning: Re-thinking and Re-defining the Learning Process.. ICBL 2021. Lecture Notes in Computer Science(), vol 12830. Springer, Cham. https://doi.org/10.1007/978-3-030-80504-3_6

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  • DOI: https://doi.org/10.1007/978-3-030-80504-3_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-80503-6

  • Online ISBN: 978-3-030-80504-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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