Web-based peer review: the learner as both adapter and reviewer

Liu, Eric Zhi-Feng; Lin, Sunny S. J.; Chiu, Chi-Huang; Yuan, Shyan-Ming

doi:10.1109/13.940995

Cited by 145 publications

(31 citation statements)

References 19 publications

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“…While feedback is valuable to the receiver, the act of providing feedback can also increase students' understanding of an assessment task through engagement with criteria and standards, and by viewing alternate approaches to its completion (Lui & Carless, 2006;Sadler, 2010). In addition, feedback providers can develop their own skills in critique and in the tactful provision of specific feedback (Lui, Lin, Chiu, & Yuan, 2001;Lynch, McNamara, & Seery, 2012).…”

Section: Introductionmentioning

confidence: 99%

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Colthorpe

Xue-bin

Zimbardi

2014

JLD

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Section: Introductionmentioning

confidence: 99%

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Colthorpe

Xue-bin

Zimbardi

2014

JLD

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“…Furthermore, it was found that facilitation of critical thinking skills using wiki happened where students reflected on and synthesized credible information, explained their own ideas in the wiki and through incorporating others ideas [35]. Liu et al [17] described an effective web-based learning strategy, peer review, and revealed that students not only performed better under peer review, but also displayed higher level thinking skills, i.e., critical thinking, planning, monitoring, and regulation. The most effective individual appears to be the strategic adapter who effectively constructs a project, adjusts to peers comments, and serves as a critical reviewer as well [17].…”

Section: Critical Thinking: Arguments and Counter-argumentsmentioning

confidence: 99%

“…Liu et al [17] described an effective web-based learning strategy, peer review, and revealed that students not only performed better under peer review, but also displayed higher level thinking skills, i.e., critical thinking, planning, monitoring, and regulation. The most effective individual appears to be the strategic adapter who effectively constructs a project, adjusts to peers comments, and serves as a critical reviewer as well [17]. Cismas [4] described RWCT (Reading and Writing for Critical Thinking), a new research-based, instructional methods able to help students think reflectively, take ownership of their personal learning, understand the logic of arguments, listen attentively, debate confidently, and become independent, life-long learners by promoting active inquiry, student-initiated learning, and refinement of problem-solving skills, critical thinking, and cooperative learning.…”

Section: Critical Thinking: Arguments and Counter-argumentsmentioning

confidence: 99%

Gamifying research in software engineering

Nowostawski

McCallum

Mishra

2018

Comp Applic In Engineering

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It is a non‐trivial task for research‐centric courses in the software engineering curriculum to compete and engage students on the same level as the practical, software development courses. Practical software development courses and projects are inherently motivating to students, as they provide necessary elements such as agency, relatedness, and the strong sense of competence upon completing software engineering tasks. In contrast, reading research articles and technical white papers feels dry and non‐engaging. Nevertheless, a well‐balanced MSc programme curriculum covers both, learning through construction and practical courses as well as research courses. The main motivation for the development of game‐centric approaches to the research aspects of curriculum is to improve students’ interest and engagement with those courses. In this paper, we present the methodology and initial evaluations from three gamification strategies used in the Master's degree programme. These are: the game of reading and discussing research articles (GoRaD), the game of arguing and counter‐arguing, and combining research and practice. The paper presents our experimentation and initial evaluations of the use of those strategies, as well as plans for future development and enhancements.

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“…Algunos ejemplos pueden ser la aplicación de técnicas de evaluación por pares en asignaturas relativas a aspectos tecnológicos (o asignaturas de grados "técnicos") (García-Pérez & Rebollo-Catalán, 2004;Liu, Lin, Chi-Huang, & Shyan-Ming, 2001). …”

Section: A Evaluación Por Paresunclassified

Uso de sistemas de control de versiones para aplicar estrategias de evaluación por pares en contextos tecnológicos - [Using Version Control Systems to apply peer review techniques in engineering education]

Higueras¹,

Conde²,

Olivera³

2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

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Resumen-Diferentes metodologías educativas han demostrado que un aspecto muy positivo para mejorar el aprendizaje del estudiante es que éste sea parte central del mismo, y especialmente que se involucre de manera activa en los procesos de aprendizaje. En este sentido la aplicación de técnicas de evaluación por pares ha sido una aproximación muy popular. Sin embargo, en enseñanzas de carácter ingenieril y especialmente enseñanzas técnicas, las actividades a evaluar implican en muchas ocasiones el uso de lenguajes o herramientas muy específicas. Esto hace que la evaluación por pares sea más compleja e implique que tanto alumnos como profesores tengan que utilizar diferentes contextos para la evaluación (como una herramienta de desarrollo software y una plataforma de aprendizaje). De cara a solventar este problema el presente trabajo propone el uso de sistemas de control de versiones que van a permitir almacenar los resultados obtenidos e interactuar al responsable del trabajo con sus revisores. En concreto, en este artículo se presenta la aplicación de técnicas de evaluación por pares en un grupo de 46 alumnos. Los resultados muestran que los discentes que usan activamente la herramienta con fines de evaluación tienen mejores resultados asociados. Palabras clave: Evaluación por pares, Sistemas de Control de Versiones, Enseñanzas Técnicas, Interacción, ColaboraciónAbstract-Different studies have shown that a very positive factor to improve students learning is that they were the center of teaching and learning processes and also to be an active part in them. In this sense, the application of peer review techniques is a very popular approach. However, in engineering education and special in technical degrees the activities to assess consist of the use of very specific tools and languages. This makes peer evaluation more complex in this context than in others. It requires that both teachers and students use different tools and platforms to complete the evaluation. In order to solve this, the present work aims to apply a version control system to facilitate manage different results versions and also to interact with reviewers in the peer review process. In this specific work, the authors present a case study with 46 students that employ a version control system to apply peer review. Results show that students that use properly the tool have better performance.

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Web-based peer review: the learner as both adapter and reviewer

Cited by 145 publications

References 19 publications

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills

Gamifying research in software engineering

Uso de sistemas de control de versiones para aplicar estrategias de evaluación por pares en contextos tecnológicos - [Using Version Control Systems to apply peer review techniques in engineering education]

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