Student Perceptions of and Attitudes toward Peer Review

Autor/inn/en	Burke Moneypenny, Dianne; Evans, Margaret; Kraha, Amanda
Titel	Student Perceptions of and Attitudes toward Peer Review
Quelle	In: American Journal of Distance Education, 32 (2018) 4, S.236-247 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1509425
Schlagwörter	Peer Evaluation; Teaching Methods; Student Motivation; Interaction; Online Courses; Student Attitudes; Communication Skills; Learning Strategies; Writing Skills; Student Participation; Gender Differences; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Interaktion; Online course; Online-Kurs; Schülerverhalten; Kommunikationsstil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Writing skill; Schreibfertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt
Abstract	The current study seeks to analyze university students' perceptions of online peer assessment (PA) with regard its effectiveness as a learning tool and as a contributing factor to motivation and interaction. Participants also responded to questions about self-perceived writing strength, attitudes toward peer review, and experiences with peer review. The survey was administered via link online for students who report having completed peer review in online courses. Results from participants revealed that students generally believe peer review to be effective, helpful to learning, increasing communication skills, and as contributing to a stronger written end product. Students also agreed that peer review increases interaction, participation, and a sense of community. Attitudes toward peer review indicate that female students are more intimidated by giving peer reviews than their male classmates, but they felt less intimidated online as compared to face-to-face. More experienced students and students farther along in their college careers are less likely to give peer reviews that are affected by the ones they receive. The results indicate that peer review is an important teaching and learning tool that merits more research with particular attention to gender and other demographic data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01