Group Peer Review as an Active Learning Strategy in a Research Course

Autor/inn/en	Odom, Sue; Glenn, Betty; Sanner, Susan; Cannella, Kathleen A. S.
Titel	Group Peer Review as an Active Learning Strategy in a Research Course
Quelle	In: International Journal of Teaching and Learning in Higher Education, 21 (2009) 1, S.108-117 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Student Research; Learning Strategies; Active Learning; Research Methodology; Research Skills; Peer Evaluation; Curriculum Implementation; Scoring Rubrics; Research Projects; Criticism; Teaching Methods; Grouping (Instructional Purposes); Cooperative Learning + Suchen Sie Ihr Suchwort? Studentenforschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktives Lernen; Research method; Forschungsmethode; Forschungsleistung; Scoring formulas; Auswertungsbogen; Forschungsvorhaben; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung; Kooperatives Lernen
Abstract	The faculty of an undergraduate research course with a diverse student body recognized that many students struggled with the concept of how to critique a research article. The traditional assignment method used to teach the critique process did not maximize student learning outcomes. The active learning strategy of peer review was used to enhance student understanding and engagement in the critique process. This active learning strategy involved small groups of students who worked together as a team to evaluate the work of other student groups using a critique-rubric. This article describes the development and incorporation of a peer review activity into an undergraduate research course. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10