The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

Crowe, Jessica; Silva, Tony; Ceresola, Ryan

doi:10.1177/0092055x15578033

Cited by 25 publications

(43 citation statements)

References 16 publications

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“…Nevertheless, no clear increase in benefit can be proven in the examination results. This finding supports the statements of Crowe et al (2015) that the grades were not associated with the Class Peer Review. There is reason to suspect that the effect of the CPR with only one reviewer on the outcome is too weak.…”

Section: Effect Of Cpr On the Lecture Examsupporting

confidence: 90%

“…This is most likely because courses under comparison were taught successively or the lecture did not require an objectively assessable written exam. This, on the contrary, was the aim of a study by Celik et al (2011) in a physics lecture and by Crowe et al (2015) in a course on research methodology. In the first case, student results were significantly better in the final exam and in the latter case, no significantly different results could be observed compared to the other group.…”

Section: Class Peer Review (Cpr)mentioning

confidence: 99%

“…during the attendance lecture. In this context, Crowe et al (2015) suspect that out-ofclass peer review can be more effective. The reason is that the participants could become more flexible and motivated in conducting the review and the revision, which might lead to a stronger learning effect.…”

Section: Class Peer Review (Cpr)mentioning

confidence: 99%

“…If more than one review is carried out in order to increase the effect size of CPR, as proposed by Cho and Schunn (2007), then a web-application becomes more meaningful after all. Further, Crowe et al (2015) doubt that a CPR as an in-class variant could at all enrich a course because it takes up too much time of the classroom lecture. Therefore, the present study applied CPR outof-class.…”

Section: Further General Findingsmentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Friedrich

2019

Smart Learn. Environ.

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Education at universities requires a high proportion of self-study supported by instruments which motivate students to deepen their knowledge with case studies and training software. The gain in learning is higher when what is learned is reflected by others in a cooperative process. The Class Peer Review (CPR) requires from students to evaluate each other but lecturers lose a lot of time when applying it during the lecture. Research on CPR shows many different approaches to how this method should be carried out effectively and many of them still demand a high presence of the lecturer. In contrast to most studies, this article reports the results of a CPR conducted outside the classroom and assisted by a web-supported role playing game representing a publisher where a common online class journal is used as an incentive and motivational element. The effectiveness of CPR was examined by means of a quasi-experimental study. It turned out that the experimental group used the training software significantly more frequently in addition to the lecture materials and a meaningful increase in group dynamics was recorded. Also female students were more motivated to continue this type of group work in the future. Final grades were better under CPR conditions, but the effect was statistically weak. Basically, the CPR method seems to be an effective tool to extend problem-based teaching to the self-learning phase if practiced in combinaktion with a role play and fictive Class-Journals as incentive. This provides further potential to e-learning instruments.

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Section: Effect Of Cpr On the Lecture Examsupporting

confidence: 90%

Section: Class Peer Review (Cpr)mentioning

confidence: 99%

Section: Class Peer Review (Cpr)mentioning

confidence: 99%

Section: Further General Findingsmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Friedrich

2019

Smart Learn. Environ.

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“…Failure into learning [10] and understand the courses leads to significantly lower student learning outcomes at the final semester [11]. Solution to understand complex data structures or algorithm is to see them in action [12].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning: Visualization Tools of Data Structures Course to Support Learning Students

Budiman¹,

Dengen²,

Hairah³

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Mobile learning course of data structure, it cannot only be used as auxiliaries of learning, but also an independent learning mode. The various approaches theory of research and development, software design, and methods we use into built of media. The main objective is the construction of educational software adapted to learning. First and foremost, it is essential to have in mind that our application is designed for two very specific public; on the one side the lectures, who will use it as a teaching tool, and another side the students, for learning purposes. This research has created a mobile learning application for courses of data structures, the learning material is presented visually according curriculum-syllabus and learning outcomes of data structures. This application as one a learning media to support students who can be used all the time (long life learning).

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Effectiveness of class peer‐review under varied multiple review designs: A teaching method with homeschooling format

Friedrich

2020

J of Competency-Based Ed

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In times of pandemic‐related university shutdowns and a shift of teaching to homeschooling, alternative educational methods are more in demand than ever. The class peer‐review (CPR) method offers the opportunity for students to evaluate each other and share knowledge during their private learning time. This study reports on a CPR which was conducted out‐of‐class with 39 students in Business Management. Participants were asked to write an essay about a case on Marketing and then conduct two reviews. Subsequently, the difference between reviews in the same topic of the own manuscript or in two different exam‐relevant subjects was investigated and the effect on exam performance and participants’ attitude was measured. The results showed that the final grades after CPR with thematically similar reviews were on average better than those of the comparison group. This was due to the fact that the reviews were more critical and technically more profound and generated a greater amount of knowledge among the authors. Carrying out several reviews in other subject areas led to a higher self‐assessment of knowledge uptake, but was too superficial for the exam. If the learning objective is more of a narrowly defined and in‐depth topic area, a CPR out‐of‐class with two to three reviews in the manuscript's own topic is recommended, in order to generate the highest possible level of knowledge for others as well as for oneself.

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The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

Cited by 25 publications

References 16 publications

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Effectiveness of peer review as cooperative web-based learning method applied out-of-class in a role playing game: A case study by quasi-experimental approach

Mobile Learning: Visualization Tools of Data Structures Course to Support Learning Students

Effectiveness of class peer‐review under varied multiple review designs: A teaching method with homeschooling format

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