Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol
Pantelis Papadopoulos, Carnegie Mellon University in Qatar, Qatar ; Thomas Lagkas, University of Western Macedonia, Greece ; Stavros Demetriadis, Aristotle University of Thessaloniki, Greece ; Frank Fischer, Ludwig Maximilian’s University, Germany
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study analyzes the benefits and limitations of a “free-selection” peer assignment protocol by comparing them to the widely implemented “assigned-pair” protocol. The primary motivation was to circumvent the issues that often appear to the instructors implementing peer review activities with pre-assigned groups, without posing additional workload to the instructor or diminishing the learning outcomes. In the study, 36 sophomore students in a Computer Networking course were randomly assigned into two conditions: 20 in Assigned-Pair, where the students worked in pre-defined dyad, and 17 in Free-Selection, where students were able to explore and select peer work for review. Result analysis showed a very strong tendency in favor of the Free-Selection students regarding both domain specific (conceptual) and domain-general (reviewing) knowledge.
Papadopoulos, P., Lagkas, T., Demetriadis, S. & Fischer, F. (2011). Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2249-2258). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
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- FreeSelectionEDMEDIA2011_2011Jun26.pdf (Access with Subscription)