Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/40603

Using Peer Evaluation Through Social Media Tools to Motivate and Improve Learner Performance

File Description SizeFormat 
LTEC-690-Oberheu-Action-Research-Paper-2016.05.03.pdfMain Text3.02 MBAdobe PDFView/Open
LTEC-690-Oberheu-TCC-Presentation-2016.04.19.pdfPowerPoint Presentation30.27 MBAdobe PDFView/Open

Item Summary

Title: Using Peer Evaluation Through Social Media Tools to Motivate and Improve Learner Performance
Authors: Oberheu, Donald
Instructor: Fulford, Catherine
Keywords: Flickr, peer evaluation, art education, motivation, feedback, social media
Issue Date: 19 Apr 2016
Citation: Oberheu, D. (2016, April 19). Using Peer Evaluation Through Social Media Tools to Motivate and Improve Learner Performance. PowerPoint presented at the 21st Annual Technology, Colleges and Community Worldwide Online Conference.
Abstract: Digital photography is both a science and an art. The creation of a quality photograph requires knowledge, thoughtful consideration, and attention to details. As a Digital Art lecturer at a large community college in Hawaii, the researcher noticed that many digital photography students lacked the required level of engagement and motivation necessary to succeed as digital photographers. Constructionist learning theory holds that active collaborative social learning is more effective than traditional objectivist methods. Flickr is a Web 2.0 social networking photo sharing site that easily facilitates active collaborative social learning. Using Flickr and peer feedback, the researcher conducted an action research study to determine the efficacy of using peer evaluation through social media to motivate and improve learner performance. The results of the study did not show any marked improvements in either learner motivation or performance. Moreover, the data was inconclusive as to whether peer evaluation through social media facilitates active collaborative social learning and is an effective tool in visual art education.
Pages/Duration: 110 pages
URI/DOI: http://hdl.handle.net/10125/40603
Rights: Copyright is held by the author. Request permission for use.
Appears in Collections:LTEC 690, Spring 2016



Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.