Peer-Review Writing Workshops in College Courses
Students’ Perspectives about Online and Classroom Based Workshops
Bibliographic Data
| ID | 13026425 |
|---|---|
| Authors | Erin Jensen (University of Utah, corresponding author) |
| Year | 2016 |
| Volume | 5 |
| Issue | 4 |
| Pages | 72-72 |
| Publication date | 2016-11-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci5040072 |
| OpenAlex | W2548042709 |
| Language | EN |
| Citations received | 3 |
| References cited | 9 |
Peer-review workshops are commonly used in writing courses as a way for students to give their peers feedback as well as help their own writing. Most of the research on peer-review workshops focuses on workshops held in traditional in-person courses, with less research on peer-review workshops held online. Students in a freshman writing course experienced both a classroom based writing workshop and an online workshop and then took a survey about their experiences. The majority of the students preferred the online writing workshop because of the convenience of the workshop and being able to post anonymous reviews. Students whom preferred the traditional in-person writing workshop liked being able to talk with their peers about their papers. This research article focuses on the students’ responses and experiences with traditional and online peer-reviews
Higher education · Mathematics education · Medical education · Pedagogy · Peer evaluation · Innovative Teaching and Learning Methods · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2022 (3) |
| Highly cited | No |