Efficacy of Structured Peer Critiquing in Postgraduate Coursework

Autor/inn/en	Joiner, Keith. F.; Rees, Leanne; Levett, Britt; Sitnikova, Elena; Townsend, Dijana
Titel	Efficacy of Structured Peer Critiquing in Postgraduate Coursework
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2183-2199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joiner, Keith. F.) ORCID (Sitnikova, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1716318
Schlagwörter	Peer Evaluation; Feedback (Response); Computer Mediated Communication; Discussion Groups; Online Courses; Distance Education; Instructional Effectiveness; Student Attitudes; Graduate Students; Educational Environment; Interaction; Electronic Learning; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Computerkonferenz; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Ausland; Australien
Abstract	Increasingly postgraduate courses are delivered online to meet professionals' demands for life-long learning. The research examined the efficacy of students critiquing each other's seminal work, by either direct exchange or via online fora, as a structured part of their formal assessments. A total of 377 students across three experimental and two control subjects were involved in this comparative study of pedagogy. Mixed methods research included comparing students' prior achievement with their achievement in these courses, qualitative interviews, and learning environment inventories. The research methods aligned and were statistically significant in finding that structured peer critiquing was more effective for students with lower or average prior achievement and led to improved perceptions of their learning environment. Forums were found to be a more subtle means of structuring critiquing and engagement than direct exchange; however, care is also needed to ensure online debate is incisive. Two revised pedagogical strategies are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01