Abstract
Based on the quantitative and qualitative analysis of collected data, this work examines energy engineering students’ perceptions towards web-based peer assessment, distinguishing their role as reviewers and as feedback receivers. It analyses the type of feedback in an attempt to evaluate students’ written communication skills and identifies which factors are related to students’ use and appreciation of feedback. Taking in account the conclusions of our previous case-study in the civil engineering course at University of Trás-os-Montes e Alto Douro (UTAD, Vila Real, Portugal) the results of this study allow us to deepen the reflexion on how to improve the design and implementation of future web-based peer assessment tasks in engineering courses.
Highlights
The use of peer review as a learning facilitator is not new and has been widely applied in various scientific domains and collaborative learning contexts [1] [2] [3]
Concerning peer review activities, the literature reports some important discussions in the field of Computer Supported Collaborative Learning [21] [13], including the use of a Google Drive environment [22] [23], as well as in the field of educational psychology [4] and in studies on the impact of feedback on writing [24]
According to some authors online collaborative environments can help the development and acquisition of communication skills presented in the engineering curricula [11] [12]
Summary
The use of peer review as a learning facilitator is not new and has been widely applied in various scientific domains and collaborative learning contexts [1] [2] [3]. Concerning peer review activities, the literature reports some important discussions in the field of Computer Supported Collaborative Learning [21] [13], including the use of a Google Drive environment [22] [23], as well as in the field of educational psychology [4] and in studies on the impact of feedback on writing [24]. Peer review activities can be developed in an on-line environment, but the learning process may reveal a greater degree of complexity when compared with that performed in the classroom [4]. It involves greater motivation and effort from the teacher. Underlined are the advantages of anonymous review in fostering a more critical and honest expression of opinions, free of any pressures of interpersonal factors [2]
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