Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study

Research output: Journal PublicationsJournal Article (refereed)peer-review

4 Citations (Scopus)

Abstract

Integration of technology into many areas of the language learning classroom is increasingly becoming a reality, and peer review of student writing is one area in particular which has shown to benefit from these technology enhancements. This study explored the ability of students to autonomously complete a suite of technology enhanced (TE) training, practice and actual asynchronous peer review activities using only a learning management system (LMS). In addition, the study gauged differences in student perceptions and attitudes when undertaking this process in a completely online versus blended mode of study. Results suggest students can successfully carry out TE training, practice and asynchronous peer review activities autonomously through an LMS completely online, but they exhibit more favorable attitudes and motivation when this process is conducted in a blended mode within a computer laboratory.

Original languageEnglish
Pages (from-to)93-101
Number of pages9
JournalSystem
Volume62
Early online date18 Jul 2016
DOIs
Publication statusPublished - Nov 2016
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2016

Keywords

  • Asynchronous communication
  • Blended learning
  • CALL
  • Online learning
  • Peer review

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