Impact of online peer assessment and creating digital narratives: Reducing academic burnout and improving learning engagement and self-efficacy
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Keywords
Virtual peer assessment, Digital storytelling, Academic burnout, Learning engagement, Learning self-efficacy
Abstract
Digital technology has introduced various forms and perspectives into education, as its integration into teaching promotes more diverse and innovative approaches, which helps mitigate students’ academic burnout. With the aim of reducing this burnout and improving students’ engagement and self-efficacy in learning, as well as overcoming the limitations inherent in traditional teaching models, this study proposes to transform traditional evaluation methods— predominantly based on exam grades—into an approach that offers students multiple opportunities for expression. This approach focuses on valuing the changes and growth in students’ learning processes, fostering higherorder cognitive learning, and deepening overall learning experiences.
The project adopts a combination of online peer assessment and digital storytelling in the context of the undergraduate elective course “Whole Language Training in Spanish”, offered by the Department of Spanish Language and Literature at Providence University in Taiwan. Over the course of a semester, the study investigates how the instructor progressively integrates online peer assessment and digital storytelling into the curriculum. It also examines and analyzes the impact of this pedagogical model on students’ academic burnout, engagement, and learning self-efficacy. At the same time, it seeks to understand the challenges, transformations, and feedback experienced by students as a result of this pedagogical approach. Additionally, the study explores the difficulties and challenges that the instructor may face during the implementation of this teaching activity, as well as the strategies employed to overcome them. The research conducts an in-depth analysis of student feedback regarding this teaching method, as well as the instructor’s reflections, ultimately providing specific teaching recommendations.
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Yun-Ting Huang, Providence University, Taichung, Taiwan
PhD in Educational Research and Innovation from the University of Valladolid, Spain. She holds a Master's degree in Applied Educational Research from the University of Valladolid (Spain) and a Master's degree in Literature and Letters from Tamkang University (Taiwan). She is currently an Associate Professor in the Department of Spanish Language and Literature at Providence University (Taiwan) and also serves as Director of the Digital Section of the Faculty Development Center at the same university. She has conducted research on innovative teaching and learning of Spanish as a Foreign Language (ELE) for Chinese-speaking students. She is an Assistant Professor, Providence University, Taichung, Taiwan.