Adding Value to the Learning Process by Online Peer Review Activities: Towards the Elaboration of a Methodology to Promote Critical Thinking in Future Engineers

Autor/inn/en	Dominguez, Caroline; Nascimento, Maria M.; Payan-Carreira, Rita; Cruz, Gonçalo; Silva, Helena; Lopes, José; Morais, Maria da Felicidade A.; Morais, Eva
Titel	Adding Value to the Learning Process by Online Peer Review Activities: Towards the Elaboration of a Methodology to Promote Critical Thinking in Future Engineers
Quelle	In: European Journal of Engineering Education, 40 (2015) 5, S.573-591 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.987649
Schlagwörter	Engineering Education; Critical Thinking; Peer Evaluation; Computer Mediated Communication; Feedback (Response); Higher Education; Persuasive Discourse; Pretests Posttests; Evaluation Methods; Foreign Countries; Student Surveys; College Students; Action Research; Portugal; Cornell Critical Thinking Test + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Kritisches Denken; Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Persuasion; Persuasive Kommunikation; Ausland; Schülerbefragung; Collegestudent; Projektforschung
Abstract	Considering the results of research on the benefits and difficulties of peer review, this paper describes how teaching faculty, interested in endorsing the acquisition of communication and critical thinking (CT) skills among engineering students, has been implementing a learning methodology throughout online peer review activities. While introducing a new methodology, it is important to weight the advantages found and the conditions that might have restrained the activity outcomes, thereby modulating its overall efficiency. Our results show that several factors are decisive for the success of the methodology: the use of specific and detailed orientation guidelines for CT skills, the students' training on how to deliver a meaningful feedback, the opportunity to counter-argument, the selection of good assignments' examples, and the constant teacher's monitoring of the activity. Results also tackle other aspects of the methodology such as the thinking skills evaluation tools (grades and tests) that most suit our reality. An improved methodology is proposed taking in account the encountered limitations, thus offering the possibility to other interested institutions to use/test and/or improve it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01