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Engagement in peer review, learner-content interaction and learning outcomes

Engagement in peer review, learner-content interaction and learning outcomes The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.Design/methodology/approachAn experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.FindingsThis study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.Practical implicationsLearner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.Originality/valueLearning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Engagement in peer review, learner-content interaction and learning outcomes

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2056-4880
DOI
10.1108/ijilt-04-2018-0038
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.Design/methodology/approachAn experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.FindingsThis study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.Practical implicationsLearner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.Originality/valueLearning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Sep 17, 2019

Keywords: Peer review; Engagement in providing peer feedback; Engagement in responding to peer feedback; Learner-content interaction; Learning outcomes

References