The Desirability of Peer-Assisted Learning Spaces for Online Student-Centered Error Correction: Preliminary Evaluation Study

Abstract

The educational value of error correction is well recognized. Nonetheless, studies found that students need support to achieve optimal learning from the activity. In light of the generally beneficial effects of collaborative learning, a peer-assisted learning space was built to supplement a student-centered error correction learning system, equipped with a generic seven-step framework based on the literature review on error correction, feedback, and error analysis. In this paper, the developed peer-assisted space is explained, and a study to assess the desirability of the peer-assisted space with preliminary results is described. Results gathered from sixth-grade students showed that statistically significantly more participants preferred the peer-assisted arrangement over the self-arrangement, X2= 11.115, p < 0.001. Nonetheless, a sizeable group (33.65%) supported self-error correction. Four major themes emerged from students' explanatory reasons backing their selections and reasoning. Two suggestions are provided based on the obtained findings.