대학생들의 온라인 동료 피드백 코멘트 분석

초록

The purpose of this study was to examine peer evaluation patterns in writing, through the examination of peer feedback comments from college students as a semantic network analysis method. It aimed to find ways to effectively conduct online peer review by identifying the factors that college students considered important in peer feedback, and by analyzing their frequently used comments. Ultimately, a standardized feedback phrase was prepared in order to improve the quality of peer feedback and ultimately use it as basic data to automate feedback. The analysis used closeness centrality and betweenness centrality as indicators to understand the evaluation factors for the format of the column. As a result, “short circuit” occupied the highest proportion of closeness centrality and betweenness centrality. When evaluating peer posts, the interpretation was that students approached them in units of paragraphs and considered the structure or form of paragraphs as the most important. To understand the evaluation factors for the contents of the column, the indicators of frequency, closeness centrality, and betweenness centrality of the words used were analyzed. The word with the highest closeness centrality was “assertion” and the word with the highest betweenness centrality was “writing.” The words “presentation,” “ground,” and “thinking” were also found to play a key role in the overall semantic structure. A meaningful endeavor would be to compare and review the instructors’ and students’ evaluation comments through a follow-up study. In addition, if the content frequently pointed out by instructors or learners or repeated phrases are categorized and systematized into feedback languages, online feedback will be highly utilized in the automation system.

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