Online Peer Review

Trautmann, Nancy M.; Carlsen, William S.; Eick, Charles J.; Gardner, Francis; Kenyon, Lisa; Moore, John C.; Moscovici, Hedy; West, Sandra; Thomson, M. A.

doi:10.2505/4/jcst03_032_07_443

Cited by 13 publications

(6 citation statements)

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“…Combining schools from distinct social environments, including a polar region, also gave SMORE students new perspectives on the implications of human impacts on the global ocean and climate change (Sadler et al, 2004). Engaging in dialogue and reflection through peer review allowed students to generate their own new questions about the nature and process of science (Schwartz et al, 2004;Minstrell and van Zee, 2000;Trautmann et al, 2000). Garay has observed that all students demonstrated achievement and growth in self-esteem using authentic student-driven science projects (Trautmann et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

“…Engaging in dialogue and reflection through peer review allowed students to generate their own new questions about the nature and process of science (Schwartz et al, 2004;Minstrell and van Zee, 2000;Trautmann et al, 2000). Garay has observed that all students demonstrated achievement and growth in self-esteem using authentic student-driven science projects (Trautmann et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

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ASPIRE: Teachers and researchers working together to enhance student learning

Garay

Wotkyns²,

Lowry

et al. 2014

Elementa: Science of the Anthropocene

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Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this commentary, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

ASPIRE: Teachers and researchers working together to enhance student learning

Garay

Wotkyns²,

Lowry

et al. 2014

Elementa: Science of the Anthropocene

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“…As was discussed at the beginning of this paper, peer review is one of the most important aspects of modern academia, but many students do not know much about how it functions (Guilford, 2001;Trautmann, et al, 2003). To ameliorate this issue, many scholars have started to explore the question of how peer review can be taught to students before they are thrown into the proverbial deep end of the scholarly world.…”

Section: Teaching Peer Review In Higher Educationmentioning

confidence: 99%

“…As such, this project was designed to accomplish four main goals: First, this project helps shine light on the world of scholarly peer review. As discussed in this paper's literature review, undergraduates and even many graduate students often struggle to fully conceptualize what exactly is meant by 'peer review,' (e.g., Guilford, 2001;Lightfoot, 1998;Rangachari, 2010;and Trautmann et al, 2003). But while 'a significant proportion of reviewers'and likely even more undergraduate and graduate studentsfeel that guidance and formal training in peer review is needed' (Alam & Patel, 2015, p. 1), there is not much research about how classroom instructors can work the concept into their day-to-day lessons or assignments.…”

Section: Goals and Importancementioning

confidence: 99%

“…But despite its importance, the process is often shrouded in mystery; this is especially true for those who have just entered into the world of academia, such as undergraduates, first-year graduate students, and junior researchers. Arguably, much of this confusion is due to a fundamental misunderstanding: Many professors assume that their students already understand the basics of the process, whereas many students assume that their professors will teach them these basics (Guilford, 2001;Trautmann et al, 2003). Due to these mismatched expectations, many students, and even some professionals (Mulligan & Raphael, 2010), are never formally trained in peer reviewing and are instead forced to teach themselves the basics 'on the job' (Alam & Patel, 2015, para.…”

Section: Introductionmentioning

confidence: 99%

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Using Wikipedia to teach scholarly peer review

Thomas

Jones

Mattingly³

2021

JIL

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This paper outlines a creative Wikipedia-based project developed by the University of Kansas (KU) Libraries and the KU Biology Department. Inspired by the tenets of open pedagogy, the purpose of this project is to use Wikipedia as a way for students to learn about the scholarly peer review process while also producing material that can be shared and used by the world outside the classroom. The paper is divided into three sections, with the first summarizing pertinent related literature related to the paper’s topic. From here, the paper describes the proposed assignment, detailing a process wherein students write new articles for the encyclopedia which are then anonymously peer reviewed by other students in the class; when articles are deemed acceptable, they are published via Wikipedia. The parallels between this project and academic peer review are emphasized throughout. The paper closes by discussing the importance of this project, arguing that it fills a known scholarly need, actively produces knowledge, furthers the aims of the open access movement, and furthers scientific outreach initiatives.

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ECLECTIC as a learning ecosystem for higher education disruption

Moreira

Ferreira

Santos-Pereira

et al. 2019

Univ Access Inf Soc

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The learning teaching paradigm in higher education is currently undergoing great transformation due to the irrefutable imposition, on the one hand, of the new technologies and, on the other, by the characteristics (habits and abilities) presented by the students that arrive to universities. These factors are not compatible with the teaching methodologies commonly used to date, that is, with the traditional model (lectures) consolidated in the nineteenth century. In this context, teachers who resort to active learning have attracted a lot of attention, since this type of approach stimulates students' motivation and autonomy to acquire more competencies and is one of the guidelines of the European Norms and Guidelines for Quality in Higher Education. Thus, as a way of responding to these challenges, an innovative pilot project was developed, from the pedagogical point of view, implemented in a first cycle course (Management and Information Systems) using active methodologies. In this framework, an approach called ECLECTIC was developed and implemented with the use of three active learning techniques (group project, peer review and peer teaching) in the "New Trends in IT" course, from first semester, second year. The results obtained are very promising, since they have allowed students to engage in and out of the classroom and have resulted in a high-rate course success.

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Online Peer Review

Cited by 13 publications

References 0 publications

ASPIRE: Teachers and researchers working together to enhance student learning

ASPIRE: Teachers and researchers working together to enhance student learning

Using Wikipedia to teach scholarly peer review

ECLECTIC as a learning ecosystem for higher education disruption

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