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Introducing Peer Collaboration in a Networked English Writing Class

Introducing Peer Collaboration in a Networked English Writing Class
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Author(s): Huahui Zhao (Umeå University, Sweden)
Copyright: 2014
Pages: 37
Source title: Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues
Source Author(s)/Editor(s): Kirk P.H. Sullivan (Umeå University, Sweden), Peter E. Czigler (Örebro University, Sweden) and Jenny M. Sullivan Hellgren (Umeå University, Sweden)
DOI: 10.4018/978-1-4666-4486-1.ch005


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This chapter proposes a model of introducing networked peer assessment to an online course. In the organisation background, the benchmark model of peer assessment is introduced in terms of its theoretical and empirical bases. The discussions about Dadaelous Integrated Writing Environment (DIWE) and empirical studies on its use in language classes set the stage of the model of networked peer assessment. The model is then described in detail in terms of its structure and its use within DIWE. Challenges for using networked peer assessment are then discussed in the light of learners’ technological skills, online collaboration skills, and shifted teachers’ and students’ role in online learning. This chapter ends with solutions and recommendations in dealing with the three challenges mainly in terms of training students in technological use and in developing online collaboration skills and training teachers in using networked peer assessment.

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