The computer as a tool for learning through reflection
Learning Issues for Intelligent Tutoring Systems
Effects of high level prompts and peer assessment on online learners' reflection levels
Computers & Education
Online Communication in Language Learning and Teaching
Online Communication in Language Learning and Teaching
Awareness of group performance in a CSCL-environment: Effects of peer feedback and reflection
Computers in Human Behavior
The implementation and evaluation of a mobile self- and peer-assessment system
Computers & Education
A distributed system for learning programming on-line
Computers & Education
Paradoxical effects of feedback in international online reciprocal peer tutoring
Computers & Education
A cloud-based learning environment for developing student reflection abilities
Computers in Human Behavior
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Reflection is considered as a mental process of an individual's internal problem-solving activity and rarely observed in face-to-face instruction. As a consequence, students have few opportunities to observe and learn from each other. This study aimed to arouse students' reflection on both self-correction (one's own problem-solving process in writing) and peer review (peers' problem-solving process in writing) to improve their texts in an online system. A sample of 95 undergraduate students was recruited to write a reflective journal, which was analyzed by content analysis to compare their reflection on self-correction with peer review in writing. Results of this study revealed that reflecting on the differences between self-correction and peer review enabled students to monitor, evaluate, and adjust their writing processes in the pursuit of text improvement. In their reflective journals, students claimed that self-correction helped them detect grammatical errors (local revision) while peer review allowed them to view their own texts from others' perspectives. Based on others' perspectives, they could make further revisions on text development, organization, or style (global revision). Through reflection on self-correction and peer review, students were willing to provide further support to peers and learn from each other in the process of writing.