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Learners as Meaning Makers

Learners as Meaning Makers

Petrilson Pinheiro
Copyright: © 2020 |Pages: 17
ISBN13: 9781522593041|ISBN10: 1522593047|EISBN13: 9781522593065
DOI: 10.4018/978-1-5225-9304-1.ch006
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MLA

Pinheiro, Petrilson. "Learners as Meaning Makers." Handbook of Research on Digital Learning, edited by Matthew Montebello, IGI Global, 2020, pp. 90-106. https://doi.org/10.4018/978-1-5225-9304-1.ch006

APA

Pinheiro, P. (2020). Learners as Meaning Makers. In M. Montebello (Ed.), Handbook of Research on Digital Learning (pp. 90-106). IGI Global. https://doi.org/10.4018/978-1-5225-9304-1.ch006

Chicago

Pinheiro, Petrilson. "Learners as Meaning Makers." In Handbook of Research on Digital Learning, edited by Matthew Montebello, 90-106. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9304-1.ch006

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Abstract

Text review activities in formal schooling settings are by and large carried out vertically and not rarely in an authoritarian way, in which teachers usually assign text production activities for the students whose only readers and reviewers are the own teachers. Then, students rarely have the experience of sharing their texts with one another. Conversely, in the Scholar e-learning environment, students have different experiences of both assessing their peers' texts and commenting on the peers' reviews (feedback on feedback). In order to understand how Scholar enables horizontally text reviewing practices, this chapter aims at developing a qualitative analysis of the peer reviewing process carried out in the Scholar e-learning environment for one online graduate course.

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