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Interactive learning through web-mediated peer review of student science reports

机译：通过网络介导的学生科学报告同行评审进行交互式学习

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摘要

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no peer review. Students engaging in any aspect of peer review made more revisions than students confined to reviewing their own reports. In the second study, all students engaged in peer review, and the influence of writing versus receiving critiques was analyzed using linear regression. Both studies showed receiving reviews to be more significant than writing them in terms of triggering report revisions. Students valued the peer review experience and credited it with giving them insights about their work. Conclusions address implications for optimal design of online peer review systems and for further research into student learning gains.
机译：两项研究分析了撰写和接收网络介导的同行评议对理科本科生研究报告修订的影响。在进行了毒理学实验后，有77名学生发布了报告草稿并交换了双盲评论。第一项研究将学生随机分为四组，分别代表完全，部分或没有同行评议。从事同行评审任何方面的学生所进行的修订都比仅限于审阅自己的报告的学生多。在第二项研究中，所有学生都参加了同行评议，并使用线性回归分析了写作与接受批评的影响。两项研究均表明，就触发报告修订而言，收到评论比撰写评论更重要。学生重视同行评审的经验，并给予他们关于工作的见解的认可。结论解决了对在线同行评审系统的最佳设计以及对学生学习成果的进一步研究的意义。

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