Enhancing educational research pedagogy: Integrating in-house peer review in a flipped/hybrid classroom environment

Abstract

This paper introduces a novel approach to teaching educational research—a two-semester course employing an in-house peer review approach within a flipped/hybrid learning environment. The study engaged 21 pre-service mathematics teachers enrolled in the Research in Mathematics Education course. Employing a concurrent triangulation mixed methods design, quantitative analysis from peer review ratings was triangulated with quantitative data from focused group discussions. Results showed that the in-house peer review feedback provided significant improvement to both Research 1 proposals and Research 2 full articles, from initial drafts to final versions. The findings highlight the efficacy of the in-house peer review approach in enhancing student research outputs within the course activities. The hybrid classroom format fosters in-depth research discussions during consultations. Complementing these interactions, the flipped classroom approach facilitated additional learning opportunities. The integration of qualitative and quantitative data enabled an understanding of the peer review process as a distinctive pedagogical approach in educational research courses. Policy directions aimed at further advancing these practices were delineated.