scholarly journals The role of peer review activity on graduate student learning experiences

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Constance Gewa ◽  
Ying-Ying Kuo
Keyword(s):  
Peer Review ◽  
Graduate Program ◽  
Journal Article ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Setting ◽  
Graduate Course ◽  
Team Members ◽  
Multiple Strategies ◽  
Term Paper

The purpose of this presentation is to demonstrate how a term paper peer review activity enhanced students’ collaboration and promoted their critical thinking skills. This study was conducted in a fully online graduate course, which was first offered in the Summer 2014 semester. Students were required to take the course as part of the Masters of Science in Global Health and Masters of Public Health programs. The course was offered via the Blackboard platform and utilized multiple strategies to enhance student participation. The course was designed in a modular format with course activities including individual watching streaming lecture videos, discussion blogs, journal article reviews and presentations in video delivery, synchronous case study in Blackboard Collaborate sessions, and term paper writing. The term paper peer review activity was added in the Summer 2015 semester. The purpose of the peer review activity was for students to learn from your peers' feedback as they work towards completing their term paper. Expected learning outcomes for the peer review were that students would become competent in scientific writing. Students’ feedback indicated their appreciation of the support from team members. Preliminary analysis indicated that students became more reflective during the writing process and a better quality of term paper was shown in their final grades. Faculty in either undergraduate or graduate program will learn the design of peer review and how it promotes students’ interaction and support in a group setting in online environments.

scholarly journals Becoming a Good BookTuber

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 158-167
Author(s):  
Mᵃ del Mar Suárez ◽  
M. Vicenta González Argüello
Keyword(s):  
Informal Learning ◽  
Peer Review ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English For Specific Purposes ◽  
Common Interests ◽  
The Creation ◽  
Key Aspects ◽  
The University ◽  
Firsthand Experience

Audiovisual platforms like YouTube facilitate the introduction of informal learning practices for their pedagogical exploitation both in class and online. One such practice is the creation of a BookTuber community for recommending books, thus making it possible for students to engage in an out-of-class community where common interests can be shared. In this innovations in practice article, we present a project carried out with two English for Specific Purposes (ESP) groups of Media Studies of the University of Barcelona. The aim of this project was to determine features that make a BookTuber a good communicator so students could apply these features to their own BookTube video practice. Students could then use these features as a guideline for peer-review comments published on YouTube and the creation of an online BookTuber community. Students were first introduced to the concept of intertextuality in order to understand how it fosters connections among audiovisual consumers. The BookTuber community was then presented and the students viewed and analysed several BookTube videos with the objective of creating an evaluation rubric identifying the key aspects of a good BookTuber. The students then created their own BookTube video and uploaded it onto YouTube. They were also required to watch at least two videos created by their peers, post comments that considered key aspects included in the evaluation rubric and express their personal reactions to and opinions of the videos. In addition, an extended version of the peer-review was also required to achieve subject credits. This twofold feedback allowed for the practice of two discourse styles for the same content: informal (for YouTube) and formal (for the teacher). As a result, students had firsthand experience of becoming a BookTuber while developing their critical thinking skills for peer evaluation and academic and professional purposes of career development.

The Six-Sentence Argument: Training Critical Thinking Skills Using Peer Review

2017 ◽  
Vol 3 (2) ◽  
pp. 118-128
Author(s):  
Julian Kölbel ◽  
Erik Jentges
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Real World ◽  
Logical Structure ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Decision Situation ◽  
Course Of Action

The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.

scholarly journals Peer Review in a Social Policy Course: Lessons Learned

10.18060/3160 ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 629-641 ◽  
Author(s):  
Shauna P. Acquavita ◽  
Carolyn J. Tice
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Policy ◽  
Peer Review ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Critical Thinking Skills ◽  
Work Education ◽  
Social Work Policy

Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

scholarly journals The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

2016 ◽  
Vol 15 (4) ◽  
pp. ar51 ◽  
Author(s):  
K. F. Weaver ◽  
V. Morales ◽  
M. Nelson ◽  
P. F. Weaver ◽  
A. Toledo ◽  
...  
Keyword(s):  
Peer Review ◽  
Student Performance ◽  
Block Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Write To Learn ◽  
Senior Research ◽  
Student’S T ◽  
Composite Scores ◽  
The Impact

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student’s t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students’ writing abilities.

scholarly journals Peer Review as an Active Learning Strategy in a Large First Year Course

2015 ◽  
Author(s):  
M. Orjuela-Laverde ◽  
L. R. Chen
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Engineering Profession ◽  
Ethical Decisions ◽  
Undergraduate Engineering Education

Peer-review of writing is an instructional strategy used to develop students’ critical thinking skills, writing competence and as a way of engaging students as active agents in their learning process [1,3,4]. In the Fall 2013 semester, two peer-review assignments were introduced in a compulsory first year engineering course, Introduction to the Engineering Profession, taken by nearly 500 students (in two sections). The objectives of the peer-review assignments were two-fold: (1) to help improve students’ writing by providing them with constructive criticism and feedback and (2) to develop students’ critical thinking and editing skills. Using a rubric provided by the instructor, students were asked to evaluate their peers’ written assignments in three categories: overall presentation, clarity and coherence (organization), and justification/explanation of the topic being discussed/analyzed. One assignment addressed the inter-disciplinary nature of the engineering profession while the second focused on making ethical decisions. Evaluators were required to justify the score given in each category, as well as to provide a short written comment on the paper as a whole. At the end of term, a class survey was conducted where students reflected on the peer review assignment from a learning perspective. This study presents the results of an analysis of those reflections. Overall, students and the instructor valued this instructional approach. Implications of this type of instructional strategy for undergraduate engineering education are also discussed.

scholarly journals Integrating Tubb’s Engagement Model with Critical Reading

2021 ◽  
Vol 11 (9) ◽  
pp. 434-451
Author(s):  
Irma Wahyuny Ibrahim ◽  
Noor Hanim Rahmat ◽  
Nor Syahiza Shahabani ◽  
Sharifah Nadia Syed Nasharudin ◽  
Izlin Mohamad Ghazali ◽  
...  
Keyword(s):  
Group Work ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Reading Group ◽  
Group Interactions ◽  
Team Members ◽  
Demographic Profile ◽  
Group Engagement ◽  
Reading Activities

Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

scholarly journals Want to Improve Undergraduate Thesis Writing? Engage Students and Their Faculty Readers in Scientific Peer Review

2011 ◽  
Vol 10 (2) ◽  
pp. 209-215 ◽  
Author(s):  
Julie A. Reynolds ◽  
Robert J. Thompson
Keyword(s):  
Peer Review ◽  
Undergraduate Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Writing ◽  
Student Writers ◽  
Writing Courses ◽  
Assessment Protocol ◽  
Structural Support ◽  
Thesis Writing

One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed.

scholarly journals ANALYSING THE CADENCE OF GROUP CONFLICTS ACROSS GENDER DURING ONLINE LEARNING

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Norhartini Aripin ◽  
Zarina Razlan ◽  
Mazlen Arepin ◽  
Eliyas S. Mohandas ◽  
...  
Keyword(s):  
Online Learning ◽  
Group Work ◽  
Group Formation ◽  
Group Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Group Discussions ◽  
Team Members ◽  
Face To Face ◽  
The World

It has been two years since the world has been forced to cope with doing things online. Even in normal face-to-face group discussions, participants face difficulties and conflicts, and now online learning has not made it any easier. This study explores the ups and downs in group discussion. 72 participants responded to a survey to find out how they perceive the conflicts in group formation. The findings in this study revealed that there were significant differences the norming stage and also performing & adjourning stage. In addition to that, the total mean score showed interesting differences across gender. Not all group formations with different genders go through conflicts. Not all team members with the same gender are conflict-free. Sometimes discussions/some activities are more difficult to carry out because of conflicts across genders are not properly addressed. Then again, not all group conflicts are negative. Conflicts are good in several ways. The conversations improve the communication and negotiation skills of the team members. In addition to that, defending for one’s point helps to sharpen critical thinking skills. The findings in this study cannot be generalized for all situations in group work. This study can be a springboard for more group formation and group conflicts research. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0860/a.php" alt="Hit counter" /></p>

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