Peer review process completion rates and subsequent student perceptions within completely online versus blended modes of study

Abstract

Integration of technology into many areas of the language learning classroom is increasingly becoming a reality, and peer review of student writing is one area in particular which has shown to benefit from these technology enhancements. This study explored the ability of students to autonomously complete a suite of technology enhanced (TE) training, practice and actual asynchronous peer review activities using only a learning management system (LMS). In addition, the study gauged differences in student perceptions and attitudes when undertaking this process in a completely online versus blended mode of study. Results suggest students can successfully carry out TE training, practice and asynchronous peer review activities autonomously through an LMS completely online, but they exhibit more favorable attitudes and motivation when this process is conducted in a blended mode within a computer laboratory.