Student Perspectives of Peer Reviews in an Online Graduate Course PROCEEDING
Kim Livengood, Twyla Tasker, Angelo State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports the results of implementing a structured peer review assignment to complete a literature review in a graduate level Applied Research course. In online graduate programs, students are often required to demonstrate mastery through written assignments. The lack of the necessary writing skills is a common problem across content areas. A structured peer review process was introduced to improve student writing. The process included multiple types of feedback and multiple reviews. Students benefit from the additional feedback as well as the opportunity to read other literature reviews.
Livengood, K. & Tasker, T. (2016). Student Perspectives of Peer Reviews in an Online Graduate Course. In Proceedings of E-Learn: World Conference on E-Learning (pp. 24-28). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
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