The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business

Michael A. Herzog; Elisabeth Katzlinger

doi:10.12973/eurasia.2017.00662a

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Michael A. Herzog ¹ ^* , Elisabeth Katzlinger ² ^*

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¹ Magdeburg-Stendal University of Applied Sciences, GERMANY² Johannes Kepler University Linz, AUSTRIA^* Corresponding Author

Abstract

Peer review, as an e-assessment tool incorporates the human factor to treat complexity for rating and grading students. It could address the qualitative more than quantitative aspects with flexible human feedback that leads up to metacognitive knowledge aspects, which e-assessment usually is not able to achieve. Peer review is an internationally well-known method for quality assurance in science; it is now used for teaching and assessment in universities. This paper presents an analysis of five teaching scenarios that use peer review. All scenarios have been working with the same technical setting within different courses in Digital Business and included 765 participants. Regarding e-peer review qualitative and quantitative data from 298 students were collected. The tasks in the different learning scenarios differ between well-structured to complex and cognitively ambitious assignments like academic paper writing. Further analysis of criteria like lead time, support expense, dimension of cognitive processes, meeting of professional standards and social interaction shows how the five scenarios lead to either better or less efficient learning performances.

Keywords

higher education
inquiry-based learning
learning scenarios
peer assessment
peer review
self-directed learning
teaching method

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 4, April 2017, 1121-1143

https://doi.org/10.12973/eurasia.2017.00662a

Publication date: 18 Feb 2017

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Article Downloads: 1687

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How to cite this article

APA

Herzog, M. A., & Katzlinger, E. (2017). The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business. Eurasia Journal of Mathematics, Science and Technology Education, 13(4), 1121-1143. https://doi.org/10.12973/eurasia.2017.00662a

Vancouver

Herzog MA, Katzlinger E. The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business. EURASIA J Math Sci Tech Ed. 2017;13(4):1121-43. https://doi.org/10.12973/eurasia.2017.00662a

AMA

Herzog MA, Katzlinger E. The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business. EURASIA J Math Sci Tech Ed. 2017;13(4), 1121-1143. https://doi.org/10.12973/eurasia.2017.00662a

Chicago

Herzog, Michael A., and Elisabeth Katzlinger. "The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 4 (2017): 1121-1143. https://doi.org/10.12973/eurasia.2017.00662a

Harvard

Herzog, M. A., and Katzlinger, E. (2017). The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business. Eurasia Journal of Mathematics, Science and Technology Education, 13(4), pp. 1121-1143. https://doi.org/10.12973/eurasia.2017.00662a

MLA

Herzog, Michael A. et al. "The Multiple Faces of Peer Review in Higher Education. Five Learning Scenarios developed for Digital Business". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 4, 2017, pp. 1121-1143. https://doi.org/10.12973/eurasia.2017.00662a