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Zhao, Huahui
Publications (9 of 9) Show all publications
Zhao, H. & Sullivan, K. P. (2017). Teaching presence in computer conferencing learning environments: effects on interaction, cognition and learning uptake. British Journal of Educational Technology, 48(2), 538-551
Open this publication in new window or tab >>Teaching presence in computer conferencing learning environments: effects on interaction, cognition and learning uptake
2017 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 48, no 2, p. 538-551Article in journal (Refereed) Published
Abstract [en]

This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2017
Keywords
Community of Inquiry, teaching presence, participation and inter-action, cognitive presence, knowledge development, computer conferencing studies
National Category
Pedagogical Work Pedagogy
Research subject
Education; educational work
Identifiers
urn:nbn:se:umu:diva-114468 (URN)10.1111/bjet.12383 (DOI)000394903500019 ()
Available from: 2016-01-19 Created: 2016-01-19 Last updated: 2018-06-07Bibliographically approved
Zhao, H. (2014). Introducing peer collaboration in a networked English writing class. In: Kirk P H Sullivan, Peter E Czigler and Jenny M Sullivan Hellgren (Ed.), Cases on professional distance education degree programs and practices: successes, challenges, and issues (pp. 112-148). Hershey PA, USA: IGI Global
Open this publication in new window or tab >>Introducing peer collaboration in a networked English writing class
2014 (English)In: Cases on professional distance education degree programs and practices: successes, challenges, and issues / [ed] Kirk P H Sullivan, Peter E Czigler and Jenny M Sullivan Hellgren, Hershey PA, USA: IGI Global, 2014, p. 112-148Chapter in book (Refereed)
Abstract [en]

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 recommen- dations 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. 

Place, publisher, year, edition, pages
Hershey PA, USA: IGI Global, 2014
Series
Advances in Mobile and Distance Learning (AMDL), ISSN 2327-1892
National Category
Learning Pedagogical Work
Research subject
Education; educational work
Identifiers
urn:nbn:se:umu:diva-79536 (URN)10.4018/978-1-4666-4486-1.ch005 (DOI)978-1-4666-4486-1 (ISBN)978-1-4666-4487-8 (ISBN)978-1-4666- 4488-5 (ISBN)
Projects
Peer collaboration, writing research, students
Available from: 2013-08-21 Created: 2013-08-21 Last updated: 2018-06-08Bibliographically approved
Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168
Open this publication in new window or tab >>Investigating teacher-supported peer assessment for EFL writing
2014 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 68, no 2, p. 155-168Article in journal (Refereed) Published
Abstract [en]

Concerns over the quality of peer feedback and entrenched teacher-driven learning have resulted in the limited use of peer assessment in Chinese EFL writing instruction. This study sought to effectively implement peer assessment for EFL writing in China, by addressing learners' concerns through tailor-made teacher intervention strategies. Eighteen English majors participated in peer assessment for nine writing tasks. Pre-intervention surveys elicited learners' concerns over peer assessment, leading to the design of teacher-led support strategies. Post-task surveys examined learners' satisfaction with teacher-supported peer assessment, and were supplemented by the assignment feedback data. The results show that a dynamic and continuous teacher support approach to peer assessment was reported which proved to substantially affect learners' perceptions, and the nature and the perceived value of peer assessment respectively. This paper provides implications for EFL writing teachers regarding pedagogic motivation and strategies for the effective use of peer assessment.

National Category
Pedagogy Specific Languages
Identifiers
urn:nbn:se:umu:diva-88316 (URN)10.1093/elt/cct068 (DOI)000333042900006 ()
Available from: 2014-06-17 Created: 2014-04-30 Last updated: 2018-06-07Bibliographically approved
Zhao, H., Sullivan, K. P. & Mellenius, I. (2014). Participation, interaction and social presence: an exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807-819
Open this publication in new window or tab >>Participation, interaction and social presence: an exploratory study of collaboration in online peer review groups
2014 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 45, no 5, p. 807-819Article in journal (Refereed) Published
Abstract [en]

A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence.

The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.

Place, publisher, year, edition, pages
John Wiley & Sons, 2014
Keywords
online learning, higher education, participation, peer review, forensic linguistics, interaction, social presence
National Category
Educational Sciences
Research subject
Education; educational work
Identifiers
urn:nbn:se:umu:diva-83052 (URN)10.1111/bjet.12094 (DOI)000340539800007 ()
Available from: 2013-11-16 Created: 2013-11-16 Last updated: 2018-06-08Bibliographically approved
Lindgren, E., Sullivan, K., Zhao, H., Deutschmann, M. & Steinvall, A. (2011). Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: an Example from the Translation Classroom (1ed.). In: Susheel Chhabra & Hakikur Rahman (Ed.), Human Development and Global Advancements through Information Communication Technologies: New Initiatives (pp. 188-210). Hershey USA: IGI publishing
Open this publication in new window or tab >>Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: an Example from the Translation Classroom
Show others...
2011 (English)In: Human Development and Global Advancements through Information Communication Technologies: New Initiatives / [ed] Susheel Chhabra & Hakikur Rahman, Hershey USA: IGI publishing , 2011, 1, p. 188-210Chapter in book (Refereed)
Abstract [en]

Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peerbased intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.

Place, publisher, year, edition, pages
Hershey USA: IGI publishing, 2011 Edition: 1
Keywords
keystroke logging, learner reflection
National Category
Language Technology (Computational Linguistics) Educational Sciences
Research subject
English
Identifiers
urn:nbn:se:umu:diva-44301 (URN)978-1-60960-497-4 (ISBN)
Available from: 2011-05-30 Created: 2011-05-30 Last updated: 2018-06-08Bibliographically approved
Zhao, H. (2011). Investigating learners’ understanding of peer and teacher feedback on EFL writing. Assessing Writing: An International Journal, 15(1), 3-17
Open this publication in new window or tab >>Investigating learners’ understanding of peer and teacher feedback on EFL writing
2011 (English)In: Assessing Writing: An International Journal, ISSN 1075-2935, E-ISSN 1873-5916, Vol. 15, no 1, p. 3-17Article in journal (Refereed) Published
Abstract [en]

Existing comparative studies between peer and teacher feedback in English writing classes have predominantlyused frequency measures of peer and teacher feedback in learners’ revisions to suggest their relativevalues for developing learners’ writing proficiency. However, learners do not necessarily understand thefeedback that is used in their redrafts.This study distinguished learners’ use from their understanding of peer and teacher feedback. EighteenChinese university English learners participated in the study for sixteen weeks. Three research methodswere adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.The findings suggested that the learners used more teacher than peer feedback in their redrafts. However,interviews with these learners revealed that they used a larger percentage of teacher feedback than peerfeedback without understanding its significance or value. Student interviews uncovered learners’ passiveacceptance of teacher feedback and the facilitative role of first language use in peer interaction.This study suggests that learners’ understanding of feedback should be taken as at least an equally importantfactor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developinglearners’ writing proficiency.

Place, publisher, year, edition, pages
Elsevier, 2011
Keywords
Learners’ use and understanding of feedback; Stimulated recall interviews; Peer feedback; Teacher feedback; EFL writing; Chinese university English learners
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-56837 (URN)10.1016/j.asw.2010.01.002 (DOI)
Available from: 2012-07-06 Created: 2012-06-27 Last updated: 2018-06-08Bibliographically approved
Zhao, H. (2011). Using learners' diaries to investigate the influence of students’ English language proficiency on peer assessment. Journal of Academic Writing, 1(1), 126-134
Open this publication in new window or tab >>Using learners' diaries to investigate the influence of students’ English language proficiency on peer assessment
2011 (English)In: Journal of Academic Writing, ISSN 2225-8973, Vol. 1, no 1, p. 126-134Article in journal (Refereed) Published
Abstract [en]

Peer assessment has been used increasingly in English writing instruction in the past two decades. This has given rise to research on peer assessment in developing English learners' writing proficiency. However, few studies have exclusively examined student variables in relation to peer assessment and, in particular, how students' English language proficiency affects the use of peer assessment in English-medium writing classrooms. The case study research described in this article examined, through the employment of students' learning diaries, how Chinese university English- learners‟ language proficiency affected the use of peer assessment. Ten second-year English majors at a university in Southern China were asked to keep diaries of their experiences of being involved in peer assessment over sixteen weeks. The diary data showed that the students viewed their English language proficiency as a salient variable influencing the focus, the type, the appropriateness, and the impact of peer feedback on learners' redrafts.

Place, publisher, year, edition, pages
coventry: European Association for the Teaching of Academic Writing, 2011
Keywords
peer assessment, learners' diaries, English language proficiency
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-56835 (URN)
Available from: 2012-07-05 Created: 2012-06-27 Last updated: 2018-06-08Bibliographically approved
Zhao, H. (2011). Who takes the floor: peer assessment or teacher assessment?: an investigation of Chinese university EFL learners’ use and understanding of peer and teacher feedback on writing. In: Theron Muller, Steven Herder, John Adamson and Philip Shigeo Brown (Ed.), Innovating EFL Teaching in Asia: (pp. 245-252). Houndmills: Palgrave Macmillan
Open this publication in new window or tab >>Who takes the floor: peer assessment or teacher assessment?: an investigation of Chinese university EFL learners’ use and understanding of peer and teacher feedback on writing
2011 (English)In: Innovating EFL Teaching in Asia / [ed] Theron Muller, Steven Herder, John Adamson and Philip Shigeo Brown, Houndmills: Palgrave Macmillan, 2011, p. 245-252Chapter in book (Refereed)
Place, publisher, year, edition, pages
Houndmills: Palgrave Macmillan, 2011
Keywords
peer assessment, teacher assessment, EFL learners
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-56839 (URN)000308418600025 ()9780230301511 (ISBN)
Available from: 2012-06-27 Created: 2012-06-27 Last updated: 2018-06-08Bibliographically approved
Zhao, H. (2010). Investigating learners' use and understanding of peer and teacher feedback on writing: a comparative study in a Chinese English writing classroom. Assessing Writing: An International Journal, 15(1), 3-17
Open this publication in new window or tab >>Investigating learners' use and understanding of peer and teacher feedback on writing: a comparative study in a Chinese English writing classroom
2010 (English)In: Assessing Writing: An International Journal, ISSN 1075-2935, E-ISSN 1873-5916, Vol. 15, no 1, p. 3-17Article in journal (Refereed) Published
Abstract [en]

Existing comparative studies between peer and teacher feedback in English writing classes have predominantly used frequency measures of peer and teacher feedback in learners’ revisions to suggest their relative values for developing learners’ writing proficiency. However, learners do not necessarily understand the feedback that is used in their redrafts.

This study distinguished learners’ use from their understanding of peer and teacher feedback. Eighteen Chinese university English learners participated in the study for sixteen weeks. Three research methods were adopted: (a) content analyses of learners’ use of feedback, (b) stimulated recall interviews on learners’ understanding of feedback, and (c) interviews on the factors that affected learners’ responses to feedback.

The findings suggested that the learners used more teacher than peer feedback in their redrafts. However, interviews with these learners revealed that they used a larger percentage of teacher feedback than peer feedback without understanding its significance or value. Student interviews uncovered learners’ passive acceptance of teacher feedback and the facilitative role of first language use in peer interaction.

This study suggests that learners’ understanding of feedback should be taken as at least an equally important factor as learners’ use of feedback in examining the relative value of peer and teacher feedback for developing learners’ writing proficiency.

Keywords
learners' use and understanding of feedback, stimulated recall interviews, peer feedback, teacher feedback, EFL writing, Chinese university English learners
National Category
Didactics
Research subject
didactics of educational measurement
Identifiers
urn:nbn:se:umu:diva-34771 (URN)10.1016/j.asw.2010.01.002 (DOI)
Available from: 2010-06-17 Created: 2010-06-17 Last updated: 2018-06-08Bibliographically approved

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