Critical Peer Research Articles

Critical Peer Feedback for Oral Presentation at TEFL Tertiary Education: Comparison, Perception and Reflection

Critical peer feedback is regarded as an effective means to facilitate quality of peer feedback in TEFL class. In this study, a comparative study was conducted between two experimental classes (Nc1=31, Nc2=31) to study Chinese undergraduate perception and efficiency of critical peer feedback in oral presentation. By a mixed study, the 5-scale Likert questionnaires and semi-structured interviews (N=8) were implemented at the setting. The study finds that students have strong confidence that critical peer feedback can improve their quality of oral presentation and the quality of peer feedback. And the quality of oral presentation and quality of peer feedback are facilitated in this comparative study. However, the students still perceive that they are inefficient of the skills of oral presentation like eye contact, PPT design and language organization, and critical peer feedback like critical questions and rubrics. In addition, this implies that the skill training of oral presentation and critical peer feedback is the prerequisite for the novice users in TEFL class which can be facilitated by training, and critical peer feedback focuses on the critical content of peer feedback by critical thinking.

Motivating English language study among Master’s students: The case for summary writing

The internationalisation of university studies has resulted in an increasing use of English, a language which many students assume they master sufficiently well. This can lead to resistance to devoting time to language improvement. The motivation to work with language skills can be promoted by integrating language classes into discipline specific summary writing. This approach is showing some potential and incorporates reading skills with writing, grammar, peer critique and discussion. Summary writing also facilitates a critical study of different texts and their structure.

Key Guidelines for Responding to Reviewers

Background The process of preparing a scientific manuscript is intricate, encompassing several critical stages, including pre-writing, research development, drafting, peer review, editing, publication, dissemination, and access. Among these, the peer review process (PRP) stands out as a pivotal component requiring seamless collaboration among editors, reviewers, and authors. Reviewers play a crucial role in assessing the manuscript’s quality and providing constructive feedback, which authors must adeptly navigate to enhance their work and meet journal standards. This process can often appear daunting and time-consuming, as authors are required to address numerous comments and requested changes. Authors are encouraged to perceive reviewers as consultants rather than adversaries, viewing their critiques as opportunities for improvement rather than personal attacks. Methods Opinion article. Aim To equip authors with practical strategies for engaging effectively in the PRP and improving their publication acceptance rates. Results Key guidelines include thoroughly understanding and prioritizing feedback, maintaining professionalism, and systematically addressing each comment. In cases of significant disagreement or misunderstanding, authors have the option to refer the issue to the editor. Crafting a well-organized and scientific “response to reviews” along with the revised manuscript can substantially increase the likelihood of acceptance. Best practices for writing an effective response to reviews include expressing gratitude, addressing major revisions first, seeking opinions from co-authors and colleagues, and adhering strictly to journal guidelines. Emphasizing the importance of planning responses, highlighting changes in the revised manuscript, and conducting a final review ensures all corrections are properly documented. Conclusion By following these guidelines, authors can enhance their manuscripts’ quality, foster positive relationships with reviewers, and ultimately contribute to scholarly advancement.

The impact of a clinical academic nurse researcher in critical care: A 1-year service review.

To outline the activity and impact from implementing a clinical academic nurse researcher in a multi-centre critical care unit. A prospective exploratory activity audit informed by the Plan, Do, Study, Act framework. Quantitative data on clinical academic activity, from 1 April 2023 to 31 March 2024, were collected in a Microsoft Excel © [2022, version 16.66.1] spreadsheet. Activity narratives were detailed in qualitative data and the impact categorized. A total of 1500 clinical academic activity hours were logged (accounting for annual leave entitlement and sickness). Of these, 973 h were directly categorized within clinical academic activity. Most frequently undertaken clinical academic activities were academic writing (17.6%), data collection/analysis (9.6%), grant and funding workup (6.8%), Intensive Care Unit service development (6.6%), clinical activity (5.2%) and local level capability and capacity (4.9%) and other supportive tasks such as administration, unscheduled meetings, critical planning time and peer support (38%). Improvements broadly mapped onto five healthcare improvement domains; organizational, process design, data optimization and utilization, evidenced-based practice, and patients/staff impact. Our data indicate system mechanisms afforded by the clinical academic role that have not been explored within the contemporary literature. A nursing clinical academic demonstrates impact across the broad organization whilst increasing the visibility of nursing work and the potential for system resilience. In conclusion, our service review underscores the transformative potential of clinical academics in shaping the future of healthcare. Utilizing their expertise and contributions paves the way for innovation, excellence and sustainability in patient care. This review has provided clarity about clinical academic activity of a nurse researcher during the first year. There is international impact of this work for both clinical academics who may be evaluating such roles and healthcare management developing similar roles locally. No Patient or Public Contribution.

Collaborating for co-researching: A multi-stakeholder case narrative of student nurses co-researching technology-supported care

AimEvaluate the impact of LS@H project participation on stakeholders. BackgroundAs populations age and workforces decline, care technology in nursing is becoming increasingly commonplace. Collaboration between nurse academia, education and practice can result in practice-based research and meaningful learning for nursing students and staff. However, little is known about the factors influencing effective collaboration. Based on the knowledge that narratives can be an effective vehicle for healthcare practice change, a Dutch school of nursing and its practice partners collaborated on the Living Longer and Safe at Home! (LS@H) project. This project aimed to explore a more person-centred approach to the use of technology in nursing care. Having gathered data from multiple sources to construct case narratives on the use of technology in older persons care, students nurses were able to contribute to practice development as their narratives were fed back to local and regional teams. DesignTo evaluate the impact of the LS@H project, we employed the same methodology used in the project: mixed data gathering methods to construct a case narrative. LS@H project students, supervisors, mentors and higher management shared their experiences and the research team constructed the case narrative. MethodsQualitative data were gathered via individual, duo and group interviews and supplemented with a survey among students. Transcription and thematic analysis followed, with multiple rounds of critical peer review before the thematic framework was agreed, survey results integrated and the case narrative constructed. ResultsAccording to stakeholder participants, the LS@H project led to an unfreezing of the status quo in both education and practice. The approach was new and guidelines with community support was needed to allay fears. The project design enabled a sense of shared ownership, across individuals and organisations for improving practice. Perspectives on the use of technology and older persons nursing were transformed. Critically dialoguing case narratives encouraged purposeful action to improve practice and fostered reflective practice among students and teams. ConclusionsCollaborative practice-based research can be a valuable learning experience for student nurses, positively influencing their view of nursing practice as well as enabling them to actively contribute to practice development. Adequate preparation, supervision and practice mentorship is vital, alongside practice (leader) commitment to ensure continued student assignments with subsequent critical dialogue of the multi-stakeholder case narratives produced. Registration numberAt point of submission put this on title page

Key Guidelines for Responding to Reviewers.

The process of preparing a scientific manuscript is intricate, encompassing several critical stages, including pre-writing, research development, drafting, peer review, editing, publication, dissemination, and access. Among these, the peer review process (PRP) stands out as a pivotal component requiring seamless collaboration among editors, reviewers, and authors. Reviewers play a crucial role in assessing the manuscript's quality and providing constructive feedback, which authors must adeptly navigate to enhance their work and meet journal standards. This process can often appear daunting and time-consuming, as authors are required to address numerous comments and requested changes. Authors are encouraged to perceive reviewers as consultants rather than adversaries, viewing their critiques as opportunities for improvement rather than personal attacks. Opinion article. To equip authors with practical strategies for engaging effectively in the PRP and improving their publication acceptance rates. Key guidelines include thoroughly understanding and prioritizing feedback, maintaining professionalism, and systematically addressing each comment. In cases of significant disagreement or misunderstanding, authors have the option to refer the issue to the editor. Crafting a well-organized and scientific "response to reviews" along with the revised manuscript can substantially increase the likelihood of acceptance. Best practices for writing an effective response to reviews include expressing gratitude, addressing major revisions first, seeking opinions from co-authors and colleagues, and adhering strictly to journal guidelines. Emphasizing the importance of planning responses, highlighting changes in the revised manuscript, and conducting a final review ensures all corrections are properly documented. By following these guidelines, authors can enhance their manuscripts' quality, foster positive relationships with reviewers, and ultimately contribute to scholarly advancement.

Digital Education Revolution: Evaluating LMS-based Learning and Traditional Approaches

This paper explores the comparative examination between online learning facilitated by Learning Management Systems (LMS) and conventional learning environments, focusing on accessibility, interactivity, assessment techniques, and resource utilization. Online learning, made possible by LMS platforms, provides unparalleled flexibility, allowing learners to access course materials from any location, at any time, and using any device, thus overcoming geographical and physical barriers. Moreover, digital platforms encourage active engagement through multimedia content and collaborative tools, fostering critical thinking and peer interaction. Assessment methods in LMS-based online learning offer a variety of options, including immediate feedback features that enhance personalized learning experiences. Additionally, digital education prioritizes resource efficiency and sustainability by reducing reliance on physical materials and promoting scalability. While traditional learning environments offer in-person interaction and hands-on experiences, they are often limited by geographical constraints and infrastructure issues. The paper underscores the transformative potential of LMS-enabled online learning, providing a dynamic and accessible educational approach conducive to student success and lifelong learning.

THE IMPACT OF SOCIAL MEDIA PLATFORMS ON STUDENT ENGAGEMENT AND PERFORMANCE IN VISUAL ARTS EDUCATION

This study investigates the impact of social media platforms on student engagement and academic performance in visual arts education. With the growing use of digital tools in creative fields, platforms like Instagram, Pinterest, and YouTube have become integral to sharing creative works, fostering collaboration, and accessing resources. The primary research problem addresses the need to explore whether these platforms enhance or hinder student engagement and academic outcomes in visual arts programs. The objectives are to assess how social media influences students' creative development, collaborative learning, and overall academic performance. The methodology includes surveys and interviews with visual arts students, analyzing their interactions with social media platforms and how these interactions correlate with academic achievements. Key findings reveal that active use of visual platforms fosters increased engagement, providing opportunities for peer critique, resource sharing, and inspiration, ultimately leading to improved academic performance. However, challenges such as distraction and superficial engagement also emerge as critical concerns. The study concludes that while social media platforms offer valuable tools for enhancing engagement, their use must be carefully structured to optimize learning outcomes in visual arts education.

Making tacit knowledge explicit: the case for online peer feedback in the studio critique

AbstractDesign education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

Generating learning through the crowd

Social media and higher education pedagogy have enjoyed a chequered relationship with significant debates about the efficacy of social media as a site of student centred learning, the manager/host of an individual’s learning trajectory and as a tool of facilitating collaborative learning at scale. This paper presents the findings from the evaluation of Constitution UK, an innovative civic engagement and open learning project run by the London School of Economics and Political Science (UK). This was the lead initiative in an institution-wide shift in pedagogical approach, designed to transform the learning experience through supporting students to be co-producers of knowledge. We argue that some of the behaviours inherent in social media learning (centred on fleeting connections, digital identity and discontinuous engagement) can create the conditions for effective learning through experience and practice, both at scale in open, online modes as well in the face-to-face delivery environment. Challenging the dominant pedagogical approaches of other massive online programmes, Constitution UK brought together a civil community of people engaging in the process of digital citizenship that produced a crowdsourced constitution for the United Kingdom. The learning design of the project successfully engineered both learning and problem solving at scale. The key aspects of the project arising from how social media can facilitate critical thinking, engagement, peer and crowd learning have informed pedagogical change within the mainstream provision of the School for initiatives such as Students as Producers, civic engagement over Brexit and games-based learning.

Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students

AbstractCritiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons involving argumentation, including the use of CQs. We assessed the effects on student self‐efficacy for engaging in argument critique, teacher self‐efficacy for using argument pedagogy, and teachers’ perceptions of the value of CQs. Qualitative data included teacher interviews, lesson transcripts, and student work samples. Quantitative data included surveys of student self‐efficacy administered at the beginning and end of the school year. There was evidence suggesting an increase over time in students’ confidence for engaging in argument critique and teachers’ confidence with argument pedagogy. However, only four of the six teachers were confident and skilled enough to include CQs in their lessons. Those who did use CQs tended to perceive them as providing a helpful structure for critique, prompts for deeper thinking, and a tool for fostering critical classroom norms. Discussion of CQs may have benefitted students’ writing by promoting peer critique and encouragement to elaborate. Overall, CQs afford students with a framework for judging argument strength. Scientific argumentation involving CQs provides a more contemporary philosophical basis for scientific argumentation than CER or the Toulmin model as it emphasizes the critical and dialogic nature of science.

Peer Critiquing in Scientific Inquiry: Enhancing Preservice Teachers' Reasoning, Epistemic Knowledge, and Scientific Argumentation through Innovative Teaching Strategies in an Undergraduate Science Content Course

The study explored the impact of peer critiquing on preservice teachers' understanding of the nature of science, scientific inquiry, and argumentation in an undergraduate science content course. The aim was to investigate innovative teaching strategies that enhance preservice teachers' comprehension of these key aspects. This study showcased implementing these strategies in which the preservice teachers actively critique and evaluate each other's work, fostering a culture of constructive feedback and reflection. Data were collected from 38 preservice teachers from three data sources that included a group argumentation of an assigned environment scenario of the endangered species, a peer critique of a video presentation of the scientific explanation of an individual environmental science topic, and finally a peer critique on someone else’s scientific inquiry study that could either be observational or experimental. To achieve this goal, we used the class activities to incorporate new ideas within the classroom by documenting the preservice teachers’ practices as they reflect upon their peers’ practices. While video critiques indicated a general competency, there was a need for further development in analyzing scientific concepts. The final class critiquing session demonstrated preservice teachers' self-awareness and understanding of the importance of relevant research in scientific inquiry. Peer critiquing activities positively impacted preservice teachers' reasoning skills, as evidenced by their ability to construct well-reasoned arguments and analyze empirical evidence. By examining preservice teachers' experiences and outcomes, we seek to provide valuable insights and recommendations for educators striving to enhance preservice teachers' understanding of the nature of science and scientific inquiry through peer critiquing.

Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

AbstractThere is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold a passive learning view of reading in which students are expected to absorb information from scientific articles. The purpose of this study was to provide research evidence that an active learning scenario (ALS) combining (1) argumentation, (2) peer critique (also referred to as peer assessment), and (3) the Task-Oriented Reading Instruction framework (Ritchey & List, College Teaching, 70(3), 280–295, 2022) could be a concrete and realistic possibility for engaging students in the critical reading of scientific papers. The data analyzed in this study were the written critiques of scientific research articles and written peer feedback produced by sixty-one university students (38 females and 23 males, 19–25 years old). The results indicate that the ALS effectively offered students explicit opportunities to become more active and more critical readers of scientific articles, producing arguments, anticipating counterarguments, and constructing rebuttals. Implications related to critical reading instruction in science education and supporting students’ development of critical reading skills are discussed.

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

Nanoscale Science and Technology (NST) is a rapidly evolving field with profound implications for various industries and our everyday lives. However, misconceptions among learners can hinder their ability to grasp the fundamental concepts of NST, thereby impeding their potential contributions to this advancing domain. Concept maps (CM) and conceptual change texts (CCT) are graphical and written representations of knowledge that enable learners to visualize relationships between concepts and assess the coherence of their understanding. In this pursuit, we engage with the concept of rehabilitation for misconceptions, viewing the learning process as a transformative journey akin to cognitive rehabilitation. Through this CM-CCT constructivist approach, learners are encouraged to engage in critical reflection, self-questioning, and peer discussions, which facilitate the identification of misconceptions. Moreover, CM-CCT provide a structured framework for presenting accurate information about NST, offering a clear depiction of the hierarchical and interconnected nature of nanoscale phenomena. The aim of this study was to evaluate the effectiveness of CM-CCT in correcting the misconceptions of undergraduate university students regarding nanotechnology and the taxonomy of nonmaterial. Prior to the implementation of the CM-CCT, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. A quasi-experimental research design was carried out. A total of 70 undergraduate university students, divided into two intact groups, were cross-examined for the study. Further, before and after the instructional tools, an achievement test based on nanotechnology and classification of nonmaterial was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the instructional tools based on constructivist approach had a statistically significant impact on students for elimination of their misconceptions about nanotechnology, nano science and classification of nonmaterial.

Transformation at the cultural interface: Exploring the experiences of Aboriginal and Torres Strait Islander university students

Research on transformative learning (Mezirow, 1991), particularly within the context of higher education, has demonstrated the significant impact university learning can have on a wide range of cohorts across diverse learning contexts. However, the extensive body of literature pertaining to transformative learning remains largely silent on the experiences of Aboriginal and Torres Strait Islander university students and the extent to which their engagement with academia can be transformative. Nevertheless, Nakata’s (2007b) cultural interface theory has shaped policy, practice and thought in Indigenous higher education, elucidating the nuances, complexities and challenges that confront Indigenous students in their journey through university. In bringing together these two critical theories, this study investigated the journeys of three undergraduate Indigenous university students finding that university can indeed be a site of positive personal transformation. Such changes were fostered through critical peer support relationships, relationships with family and loved ones as well as a growing confidence and pride in their cultural identities. These findings have important implications for the way institutions support and teach Aboriginal and Torres Strait Islander students and provides a nuanced insight into their university journeys at the cultural interface.

UK Haemoglobin Disorders Peer Review: A Quality Standards-based review programme for sickle cell disease and thalassaemia.

We evaluated the impact of peer reviews in driving improvement in healthcare quality for people with haemoglobinopathy in the United Kingdom. We analysed compliance to four Quality Standards (QS)-based peer reviews from 2010 to 2020 to evaluate its impact in driving healthcare quality. Seventeen paediatric and 29 adult haemoglobinopathy centres were reviewed in 2010/11 and 2012/13 respectively; 33 paediatric and 33 adult centres were reviewed in 2014/16, and 32 paediatric and 32 adult centres were reviewed in 2018/2020. Compliance with QS and participant feedback were analysed to assess the impact of peer review programmes to drive improvement in quality of care. We noted that haemoglobinopathy centres significantly improved their compliance to QS between the first two review programmes, but not in the final review programme. In comparison to other disease-group reviews, the haemoglobinopathy departments were less able to address critical peer review recommendations in their own institutions. The peer review programme was unable to drive sustained improvement in healthcare quality, underscoring the need for sustained development and support for haemoglobinopathy services in the National Health Service. Further work is needed to understand why disparities exist among peer review-driven improvement initiatives within different disease groups.

Evaluation of an 8-week high school science communication course designed to read, write, and present scientific research.

The development of science writing and presentation skills are necessary for a successful science career. Too often these skills are not included in pre- or postsecondary STEM education, leading to a disconnect between high schoolers' expectations for college preparedness and the skills needed to succeed in college. The Young Scientist Program (YSP) Summer Focus recruits high school students from historically marginalized backgrounds to participate in eight-week summer internships at Washington University in St. Louis. Students conduct hands-on biomedical research projects under the mentorship of Washington University scientists (graduate students, post-doctorates, lab staff). Here, we present the curriculum for a science communication course that accompanies this early research experience. The course is designed to strengthen students' communication skills (critical reading, writing, presenting, and peer review) through a combination of weekly lectures and active learning methods. It prepares students for the capstone of their summer internship: writing a scientific paper and presenting their results at a closing symposium. We administered pre- and post-program surveys to four Summer Focus cohorts to determine whether the course met its learning objectives. We found significant improvements in students' self-confidence in reading, interpreting, and communicating scientific data. Thus, this course provides a successful model for introducing science literacy and communication skills that are necessary for any career in STEM. We provide a detailed outline of the course structure and content so that this training could be incorporated into any undergraduate and graduate research programs.

A Qualitative Thematic Analysis of First-Generation College Students’ Help-Seeking Attitudes, Decisions, and Behaviors

First-generation college students (FGCS) are significantly less likely to complete degrees compared to continuing-generation students. Among the multifaceted causes for this disparity, many FGCS possess limited social and cultural capital in academia, resulting in lower rates of help-seeking and resource utilization. In this study, we conducted an in-depth qualitative investigation to better understand FGCS's help-seeking attitudes, decisions, and behaviors. Twenty-five first-year FGCS at a 4-year, regional, public university participated in individual interviews. A faculty–student team analyzed interview data using reflective thematic analysis. Our findings demonstrate that FGCS were highly strategic about help-seeking, weighing potential costs and benefits. Though they valued self-sufficiency, FGCS sought support when they identified tangible problems and solutions, when potential providers were accessible and had clearly designated roles, and when helpers conveyed personal interest, empathy, and nonjudgment. These results support several recommendations for policy and practice, including critical consciousness, peer mentoring, and difference-education interventions.

Expressing Trauma Through Therapeutic Art-Based Trauma-Informed Practice With/in a Collective Happening

This study explores artmaking as a therapeutic arts- and trauma-informed practice in critical inquiry with others during the collective activity of a happening. Happenings are nonhierarchical environments that offer the exciting, nontraditional promise of taking art off the walls and into a larger context. In the space of mutual respect and creative collaboration of the happening we, as coresearchers, explored the ways in which we observe and make art, and how this prompts us to examine, validate, and share personal experiences of trauma. In addition, we examined how, or if, these activities facilitate empathy and understanding of our experiences, while simultaneously working to prevent retraumatization. We found therapeutic arts and trauma-informed practices successful in promoting critical inquiry, empathy, peer support, collaboration, and encouragement, while visually resymbolizing our experiences of trauma. Based on this experience, this author concludes that educators can utilize these methods to build an empathetic and caring community that helps students and fellow teachers, as well as ourselves, in dealing with traumatic events.

Peer Critique in an Online Environment: Nature of Student Critiques and Their Perceptions of the Process

Research has shown that an effective peer critique process improves the quality of student assignments in various disciplines. Despite its benefits, peer critique is not without challenges. The major concern is the quality of the feedback. Students are not willing to take critical stances in reviewing their peers’ work and they tend to give more positive comments on their peers’ work. Students often complain that most feedback is not useful. Due to poor feedback, students do not feel they have learned from their experiences. This paper reports a longitudinal study investigating peer critique conducted in the online learning environment. The purpose of this study is to observe how students conduct peer critique in an online environment, where interventions are infused and applied to promote group dynamics. Student online critiques were archived. Content analysis was applied in coding student critiques. Student-written reflections were collected to obtain student perceptions about online peer critique.