Using Technology and Structured Peer Reviews to Enhance Students' Writing

Autor/inn/en	Law, Sweety; Baer, Amy
Titel	Using Technology and Structured Peer Reviews to Enhance Students' Writing
Quelle	In: Active Learning in Higher Education, 21 (2020) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417740994
Schlagwörter	Undergraduate Students; Writing Evaluation; Peer Evaluation; Technology Uses in Education; Revision (Written Composition); Feedback (Response); Writing Assignments + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Korrektur
Abstract	This article reports an initiative to improve student writing by incorporating technology-based structured peer review in the revision process. Although the most important step of writing, the revision step, is overlooked by students for several reasons. We describe a successful 10-week long intervention with students from upper-level undergraduate courses. Effectiveness was assessed by means of a pre- and post-test design, student feedback, and student performance scores. Areas where the intervention was found to have most significant impact were the following: students' overall ability to make revisions, overall English writing, and feedback skills. Educators would find technology-based peer review helpful by having students learn and apply revision efforts in their written assignments. Benefits and trade-offs of the innovative pedagogy are discussed and directions for future study indicated. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01