Web-based peer review: the learner as both adapter and reviewer (original) (raw)

ACM SIGCSE Bulletin, 2009

Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. faceto-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.

A Web-Based Tool for Implementing Peer-Review

Over the last several years, engineering education has been in the process of reinventing itself. This unprecedented change is but a part of reform-driven shifts in teaching goals, pedagogical methods, and course content taking place across the nation at all levels of instruction. One facet of this change in engineering education has been a renewed emphasis on student teams and on student-provided formative feedback within an assessment process anchored in learning outcomes.

Use of Peer-Review System for Enhancing Learning of Programming

2009

In this paper we present a study where a peer reviewing system targeted for conference paper evaluation has been used for enhancing the learning of programming though peer review. For peer reviewing purposes two open source systems were evaluated and MyReview was selected for evaluation. The peer review system was used in one programming focused course and the benefits of peer reviewing were analyzed from the reviewer and reviewee point of view. The results show that a peer review system targeted for conference paper evaluations is applicable for reviewing programs although the system should be much simpler. Students appreciated the documented comments from other students but were more interested in lecturer or other expert opinion.

A Method to Increase Student Interaction Using Student Groups and Peer Review over the Internet

2003

A method of peer review for student groups is proposed. In this method, groups of students publish their assignments results over the Internet. A fellow student group reviews their work and publishes their findings (on the Internet). Finally, the two groups debate their points of view in front of the class. The debate and healthy competition among groups give the students a chance to learn how to give and receive criticism in a constructive way. This should increase the students' ability to interact and work in groups, an important skill for computer science professionals.

Influencing Student Learning Through a Community Based Peer Review Process

Promoting Next-Generation Learning Environments Through CGScholar, 2023

This chapter contains a discussion of the characteristics and features of peer review practices in a community of learners and how the use of peer review as a cognitive tool embedded in a social process improves the learning processes of the reviewers. However, if peer reviews are to be used with the same degree of seriousness as expert reviews, the authors feel it is necessary to prove that they can be equivalent. To that end, the authors compared peer review scores with expert review scores to test if peer reviews are as reliable proportionally as expert reviews. The findings of the data analysis proved that peer review scores are closely correlated to expert review scores, and peer review scores become more reliable when there are more than three peer reviewers.

Implementation of Peer Reviews: Online Learning

International Journal of Learning, Teaching and Educational Research, 2015

With the increasing use of online learning, many teachers and instructors are using peer evaluations to enhance the students’ learning experiences. Peer reviews have shown a wide range of benefits, including increasing competency in the course material, yet there are some limitations stemming from lack of guidance or structure in peer review assignments. A lack of structure has continually been seen across disciplines. This was experienced in an English grammar, online learning course at a Southwestern Ontario university. Working with no clear guidelines for peer review assignments, a Four-Step Model was created that enhanced clarity, direction, and objectivity and detailed what students should and should not include when completing a peer review. Subsequent changes to the course were made to accentuate the benefits of peer reviews. The Four-Step Model can easily be adapted to suit any peer-based assignment, regardless of course subject or form of teaching. Keywords: peer review, o...

Interactive learning through web-mediated peer review of student science reports

Educational Technology Research and Development, 2007

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged doubleblind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.

Growing a Peer Review Culture among Graduate Students

IFIP Advances in Information and Communication Technology, 2009

Usual processes for pursuing education excellence in a graduate 1 program are candidate selection, coursework, research, and thesis defense. In this paper, we present a complementary approach: the growing of a peer review culture among graduate students. We instruct first-year masters' and doctoral students on principles for preparing a thesis proposal. Students present their proposals in collective discussion sessions with feedback from professors. The students then submit their proposals through a web interface and are instructed on the role they will play next -of anonymous referees of their peers' proposals. The referee reports and general statistics are made available to all participating students and advisors. Updated proposals are submitted to an annual workshop open to all participating students and advisors. About 60 students take part in this annual series of seminars with peer review and workshop, generating 60 theses proposals and about 180 referee reports, 3 for each proposal. Students and their advisors receive detailed feedback on individual participation as author and referee. The main strength of the experience is the opportunity to assimilate the techniques of objective criticism and to reflect about the quality of own and others' work. The paper also outlines research and development issues related to our effort to enhance the peer review culture among graduate students.

Training effects on computer-mediated peer review

System, 2009

The interactive functions of weblogs facilitate computer-mediated peer reviews for collaborative writing. As limited research has been conducted on examining the training effects of peer reviews on students' peer comments, their revision quality, and their perceptions when composing in weblogs, the present case study aims to fill the gap. Thirteen freshman students participated in an EFL writing class, in which they wrote four formal assignments in weblogs. Peer review training was conducted in the second and third assignments to facilitate the collaborative process. Comparisons between reviews without and with training (i.e., the first and the fourth assignments) indicate that the students made more revision-oriented peer comments and had more success in revising their compositions, although they adopted less than 50% of the comments for revision. The students' perception data show that blog-enhanced instruction stimulated their interest in improving their writing. Yet, not all of the participants felt confident about providing useful peer feedback. With the empirical evidence presented in the study, blogs could serve as a suitable platform for EFL writing instruction concerning giving opportunities for interaction. As training is essential to make computer-mediated peer review effective, the study supports the crucial role played by language teachers when incorporating Internet technologies into writing instruction.

Web-based peer review: the learner as both adapter and reviewer (original) (raw)

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