Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting

Serrano-Aguilera, J.J.; Tocino, Alicia; Fortes, Sergio; Martin, Charles L.; Mercadé‐Melé, Pere; Moreno-Sáez, Rafael; Muñoz, Antonio; Palomo-Hierro, Sara; Torres, Antoni

doi:10.3390/educsci11020071

Cited by 20 publications

(18 citation statements)

References 25 publications

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“…The peer-review active learning approach applied for undergraduate and graduate courses. The study reveals that a guided peer review can provide evaluation scores close to the instructor evaluation and enhance the students' performance [46]. Problem-based and student-centered learning approaches combine experiential learning that improves students' performance and critical thinking for an engineering course, as indicated in [47].…”

Section: Related Workmentioning

confidence: 92%

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Ahshan

2021

Education Sciences

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The COVID-19 pandemic has caused a drastic shift of face-to-face teaching and learning to remote/online teaching and learning at all levels of education worldwide. Active student engagement is always a challenging task for educators regardless of the teaching modalities. The degree of challenge for active student engagement increases significantly in remote/online teaching and learning. This paper presents a framework that implements activities/strategies to ensure active student engagement in remote/online teaching and learning during this COVID-19 pandemic. The structure of the developed framework combines the balanced use of adjusted teaching pedagogy, educational technologies, and an e-learning management system. Teaching pedagogy involves various active learning techniques, synchronous teaching, asynchronous teaching, and segmentation. The educational technologies, such as Google Meet, Jamboard, Google Chat, Breakout room, Mentimeter, Moodle, electronic writing devices, etc., enable the developed framework for active student engagement. An e-learning management system, Moodle, is used for course management purposes. Over the last three semesters (Fall 2020, Spring 2021, and Summer 2021), the framework is tested for three different engineering courses. A questionnaire draws out student perception on the developed framework in terms of active student engagement that ensures student–student interactions, student–instructor interactions, social presence, reinforces learning and deepens understanding of the materials in remote teaching. The feedback also indicates that combining the utilized technologies, synchronous teaching, and active learning activities in the developed framework is effective for interactive learning; hence a practical approach for active student engagement in remote/online teaching and learning. The article focuses on contributing to present research and infusing future research direction about technology-enhanced active student engagement in Engineering Education.

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Section: Related Workmentioning

confidence: 92%

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Ahshan

2021

Education Sciences

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“…While presenting there were a lot of happy moments in the class: it was the admiration of the mates' projects, the amusement by the courageous decision to mirror Sarah Woodraff through the Leonardo's "Mona Lisa", respect to the expressed opinion on the project, and etc. as the students were involved into a peer assessment mode (Serrano-Aguilera et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Digital Literature Teaching As Communicational Practice

Kapitanova¹

2021

European Proceedings of Social and Behavioural Sciences

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The research presents the attempt to comprehend the challenges of digital transformation of higher education in the framework of teaching Literature to the students of the educational program "Advertising and Public Relations". This discipline is of significant importance for future specialists in communication as it provides axiological and conceptual dialogue with the students. Therefore, the authors consider how the choice of analyzed pieces of fiction and the applied methods of online teaching influence forming the sense of social as a component of the students' professional competence. The authors present the ways of informational and communicational interaction in online classes through the prism of the sense of social as a conceptual dominant of digital teaching of Literature as communicational practice. Beside this, the authors present the analysis of the students' life values transformation in the turbulent situation and consider the functional changes of the university Literature teacher's role in digital education. The conducted research confirms the correctness of the choice of all-human themes and values as determinants in discussing fiction in crises, and the adequacy of classroom management in the format of communicational practice. All this enables the authors to formulate their position on the prospects of digital literature teaching in face-to-face education.

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“…For example, in [9], where smaller groups were considered (10 students), a mixed procedure where both the teacher and students made part of the evaluation. Advantages of peer-evaluation methods for larger groups have been also considered in other cases [20], even when multi-criteria methods were not contemplated. Therefore, a multi-criteria procedure incorporating peerevaluation is an alternative to be investigated in future applications of this methodology.…”

Section: For Peer Review 10mentioning

confidence: 99%

Multi-Criteria Evaluation Method in the Field of University Education: Application to a Course on Energy Markets

et al. 2023

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The Bologna Plan adopted by European universities ended the hegemony of an evaluation system exclusively based on the performance of traditional examinations. In this area, with a view to revitalizing grading models in university education, a wide range of evaluation mechanisms has been developed in recent years. Using them, teachers may evaluate the learning levels of their students, including both the specific competences of the taught subject and the transversal competences that help students further develop their professional careers. This article presents a methodology based on a multi-criteria procedure through which students could be evaluated from different points of view, based on different types of evaluation mechanisms that are diversely weighted. Therefore, their levels of learning could be assessed more objectively. This article shows a practical case of applying this methodology, which has been used for the last five years in a course on energy markets taught as part of the Degree in Energy Engineering at the UPV.

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Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting

Cited by 20 publications

References 25 publications

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the COVID-19 Pandemic

Digital Literature Teaching As Communicational Practice

Multi-Criteria Evaluation Method in the Field of University Education: Application to a Course on Energy Markets

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