Evaluating a Structured Online Peer Evaluation System Among Graduate-Level Communication Capstone Students Through Action Research

Karen L Wilkinson

doi:10.24059/olj.v26i1.3077

Abstract

Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education environments have failed to equip students with the knowledge and tools to ensure adept participation. As students offered limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). This study incorporated a structured peer evaluation system, including an interactive educational technology peer review tool kit innovation. The theoretical framework of the innovation was aligned to learning theory and grounded in Vygotsky’s zone of proximal development, cognitive and mind tools, and Constructivist theory of cognitive apprenticeship. Data collection offered seven methods and data analysis included quantitative and qualitative approaches as part of a triangulation mixed methods design. Community of Inquiry (CoI) deductive analysis was performed to denote social and cognitive presences, while further validating the themes that had emerged through qualitative data analysis. As an impact of this research study, students used the structured peer evaluation system to transform anxiety into social and cognitive freedom, producing a focused, responsible approach to peer learning.

Highlights

Enrollment in online courses continues to accelerate, challenges exist in online learning
Despite the various merits of online learning, the lack of physical presence and face-toface interaction can offer the absence of spoken and visual cues (Alman et al, 2012) and cause students to suffer from feelings of loneliness and inadequate social engagement (Purarjomandlangrudi et al, 2016)
Quantitative and qualitative data were collected in a mixed methods approach and analyzed through triangulation to corroborate the findings (Lincoln & Guba, 1985)

Summary

Introduction

Enrollment in online courses continues to accelerate, challenges exist in online learning. As students offered limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). Regular participation frequently involves a small number of students while others wait and engage very little or not at all (Barría et al, 2014) This difference in interaction relative to face-to-face courses can lead to feelings of isolation for learners (Negash, 2008; Yuan & Kim, 2014). The failure to experience collaboration and a lack of interaction are among the factors impacting student retention and success in the online environment (Conrad & Donaldson, 2004; Heyman, 2010; Lee & Choi, 2011, Willging & Johnson, 2009). An elevated level of student participation and activity has the potential to offer a positive impact on academic achievement and deliver a stronger e-learning experience (Cheng & Chau, 2016; Huang et al, 2012; Michinov et al, 2011)

Methods

Discussion

Conclusion