You are here:

Calibrated Peer Review (CPR) Effective writing assignments online with much less instructor time..... But what do the students think?
PROCEEDINGS

, , Purdue University, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research aims to discover how student’s understand their experiences using Calibrate Peer Review (CPR). After a series of writing assignments in which students were required to utilize CPR, the instructor surveyed the class using open ended questions to garner student perceptions. This study found that students perceive CPR to help their writing process, create richer opportunities to do research, and gain a deeper understanding of class topics. However, they also perceive CPR to limit teacher feedback, rely too heavily on student motivation, and focus on program input rather then content.

Citation

Ruggiero, D. & Harbor, J. (2012). Calibrated Peer Review (CPR) Effective writing assignments online with much less instructor time..... But what do the students think?. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 981-991). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

Keywords

View References & Citations Map

References

  1. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.
  2. Peleaz N (2002) Problem-based writing with peer review improves academic performance in physiology. Adv Physiol Educ 26:174-84.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.