Student Perceptions of and Attitudes toward Peer Review

Moneypenny, Dianne Burke; Evans, Margaret; Kraha, Amanda

doi:10.1080/08923647.2018.1509425

Cited by 9 publications

(10 citation statements)

References 21 publications

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“…8, most students felt that the peer-and selfassessment system supported their learning. This is in broad agreement with the findings of Moneypenny et al (2018) and Wen and Tsai (2006) that most students hold positive attitudes toward peer-assessment and find it to be both effective and helpful to learning.…”

Section: Lecture Videos (2016-2017)supporting

confidence: 89%

How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

Partanen

2020

Chem. Educ. Res. Pract.

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This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class where active learning elements were limited to course lectures, as demonstrated by previous research. In this article, I try to understand this improvement through an analysis of student motivation and experiences in the framework of self-determination theory. Based on my analysis of student feedback data and interviews, tasks that facilitated direct interaction with peers or course staff were seen as key factors in enhancing learning and motivation. In addition, the presence of various interconnected course components that supported students at different stages of the learning process was experienced as central to learning. Together, these two publications demonstrate that the incorporation of active learning principles outside lectures can substantially improve both learning and motivation.

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Section: Lecture Videos (2016-2017)supporting

confidence: 89%

How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

Partanen

2020

Chem. Educ. Res. Pract.

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“…Students can experience anxiety and intimidation as they consider the level of responsibility and the amount of time required to mark the work of their peers (Llado, et al, 2014;Moneypenny et al, 2018). In research by Nagori and Cooper (2014), postgraduate students acknowledged questioning both their peer review abilities and those of their classmates, reporting that it had been an unsettling experience.…”

Section: Persistent Issues and Concernsmentioning

confidence: 99%

OLJ March 2022 (26)1

Rice¹

2022

OLJ

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“…Questions 1-10 of the instrument (Part One) were based on Kaufman and Shunn's (2011) research survey and were positioned to evaluate students' perceptions regarding online peer assessment. The remaining 20 questions (Parts Two and Three) of the instrument were created based on research by Moneypenny et al (2018) that aligned specifically with Wen and Tsai's (2006) four subscales of peer review. The subscales within the questionnaires were referenced as (1) Positive Attitude Subscale (POS), (2) Online Attitude Subscale (OAS), (3) Understanding-and-Action Subscale (UAS), and (4) Negative Attitude Subscale (NAS).…”

Section: Preterm Questionnairementioning

confidence: 99%

“…During peer review, students employ critical thinking skills (Demirbilek, 2015;McMahon, 2010), gain insight into different perspectives (Hogg, 2018), and engage writing and organizational skills (Man et al, 2018). Most important, peer review provides the opportunity for student interaction and collaboration within the online environment and encourages the development of a community of learners (Moneypenny et al, 2018).…”

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confidence: 99%

Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research

Wilkinson

2022

OLJ

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Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education environments have failed to equip students with the knowledge and tools to ensure adept participation. As students offered limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). This study incorporated a structured peer evaluation system, including an interactive educational technology peer review tool kit innovation. The theoretical framework of the innovation was aligned to learning theory and grounded in Vygotsky’s zone of proximal development, cognitive and mind tools, and Constructivist theory of cognitive apprenticeship. Data collection offered seven methods and data analysis included quantitative and qualitative approaches as part of a triangulation mixed methods design. Community of Inquiry (CoI) deductive analysis was performed to denote social and cognitive presences, while further validating the themes that had emerged through qualitative data analysis. As an impact of this research study, students used the structured peer evaluation system to transform anxiety into social and cognitive freedom, producing a focused, responsible approach to peer learning.

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Student Perceptions of and Attitudes toward Peer Review

Cited by 9 publications

References 21 publications

How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

OLJ March 2022 (26)1

Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research

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