Student Peer Review as a Process of Knowledge Creation through Dialogue

Autor/inn/en	Reddy, Krishneel; Harland, Tony; Wass, Rob; Wald, Nave
Titel	Student Peer Review as a Process of Knowledge Creation through Dialogue
Quelle	In: Higher Education Research and Development, 40 (2021) 4, S.825-837 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reddy, Krishneel) ORCID (Harland, Tony) ORCID (Wass, Rob) ORCID (Wald, Nave)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1781797
Schlagwörter	Peer Evaluation; Undergraduate Students; Feedback (Response); Program Effectiveness; Evaluation Methods; Foreign Countries; Student Attitudes; Training; Self Efficacy; Discussion; Knowledge Level; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Ausbildung; Self-efficacy; Selbstwirksamkeit; Diskussion; Wissensbasis; Neuseeland
Abstract	This study contributes to a better understanding of the potential of student peer review in higher education by examining how repeated practice influences student learning. The study reports on the experiences of undergraduate science students who were systematically trained in peer review over three years. Twelve were interviewed in both their second and third year. It was found that multiple experiences had a positive influence in shaping and embedding a culture of peer review in the programme. The reviews used both formal and informal dialogic processes, and through these, students developed an advanced skill set that enabled them to provide and utilise quality feedback. Students saw peer review as a type of research inquiry that led to a deeper understanding of (a) disciplinary knowledge, (b) being a peer reviewer, (c) knowledge about self and (d) knowledge of others. These results demonstrate the impact of long-term training in peer review on students' learning experiences in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01