Student Reflection and Learning through Peer Reviews

Autor/inn/en	Boase-Jelinek, Daniel; Parker, Jenni; Herrington, Jan
Titel	Student Reflection and Learning through Peer Reviews
Quelle	In: Issues in Educational Research, 23 (2013) 2, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Learning Processes; Peer Evaluation; Undergraduate Students; Information Technology; Teaching Methods; Preservice Teachers; Units of Study; Technology Integration; Decision Making; Critical Thinking; Reflection; Feedback (Response); Student Attitudes; Elementary School Teachers; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Decision-making; Entscheidungsfindung; Kritisches Denken; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung
Abstract	This paper describes lessons learnt whilst using an online peer review system in an undergraduate unit for pre-service teachers. In this unit, students learn to use information technologies as part of their future teaching practice. The unit aims to foster graduates who become lifelong reflective educators by providing opportunities to explore and reflect on how they might use technology in authentic learning situations. Whilst peer review is an appropriate activity for supporting critical thinking and reflective practice in this kind of unit, it requires a number of decisions to be made in relation to student preparation and support, implementation strategy, and technological infrastructure to make it work in specific contexts. Much research has been conducted in recent years to inform educators in making these decisions. However, there are still gaps in the research, particularly in how to improve the quality and consistency of feedback that students give to each other in their feedback. This paper describes the experiences of implementing an online peer review system aiming to improve quality and consistency of feedback. This exploration has revealed that we can learn much about ways to improve our teaching practices by giving students an opportunity to review each other's work and give feedback. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10