Students' Perceptions of an Online, Extended Peer Review Process on Their Engagement

• In Event: Engagement in Teaching and Learning

Short Description

The purpose of this study was to explore students' perceptions of the effectiveness of an online, extended peer review process as a learning tool and as a contributing factor to their engagement in a graduate online course. Findings indicate that a scaffolded peer-review process may be effective in supporting students in developing critical thinking skills, engaging with the course material and their peers, learning how to give and receive peer feedback, and increasing their engagement.

Authors

• Presenter: Sara McNeil, University of Houston

• Presenter: Erwin Handoko, University of Houston