Testing the Efficacy and Student Acceptance of a Peer-Review Writing Program
in an Online Course
Presented by:
Andrew Bouwma, Oregon State University
Peer review can engage online students in active learning activities that enhance metacognition. Peer grading can ease the burden on instructors in large online classes.
Keywords:
Peer Review, Peer Grading, Online Classes
Abstract:
Writing within Discipline is a pedagogical model that aims to engage students in active learning and to develop critical thinking and writing skills within the norms of a particular discipline.
However, lack of faculty time for grading writing products impedes its broader implementation. Web-based peer review programs have been developed that allow for writing assignments in large classes without overburdening instructors. Yet unknowns and barriers remain regarding successful implementation of these programs, notably efficacy in online courses and students’ comfort with and acceptance of the programs.
The current study investigated learning gains and student acceptance of the peer review program, Peerceptiv, when used as a tool for providing feedback on term papers in an online biology course. Students showed high acceptance of the Peerceptiv assignments and demonstrated significant learning gains.
Outcomes:
1. Evaluate whether a peer review program could be implemented in their own courses.
2. Analyze strategies provided in the session to effectively implement peer grading in their own courses.
3. Create a plan to manage student perceptions of the value of metacognitive assignments like peer review to their own learning.
Hear it from the author:
Transcript:
Writing in the Disciplines (WID) is a pedagogical model that aims to engage students in active learning and to develop critical thinking and writing skills within the norms of a particular discipline. However, lack of faculty time for grading writing products impedes its broader implementation. Web based peer review programs have been developed that allow for writing assignments in large classes without overburdening instructors. Yet unknowns and barriers remain regarding successful implementation of these programs, notably efficacy in online courses and students’ comfort with and acceptance of the programs.
The current study investigated learning gains and student acceptance of the peer review program, Peerceptiv, when used as a tool for providing feedback on term papers in an online biology course. Students showed high acceptance of the Peerceptiv assignments, and demonstrated significant learning gains.
References:
Patchen, M. M., Charney, D., & Schunn, C. D. (2009). A validation study of students’ end comments: Comparing comments by students, a writing instructor, and a content instructor. Journal of Writing Research, 1(2), 124–152. https://doi.org/10.17239/jowr-2009.01.02.2
Keeny-Kennicutt, W., Baris Gunersel, A., & Simpson, N. (2008). Overcoming student resistance to a teaching innovation. International Journal for the Scholarship of Teaching and Learning, 2(1), 5. doi.org/10.20429/ijsotl.2008.020105
Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the disciplines: A web-based reciprocal peer review system. Computers & Education, 48(3), 409–426. https://doi.org/10.1016/j.compedu.2005.02.004