Developing science activities through a networked peer assessment system
Computers & Education
Experiencing NetPeas: Another Way of Learning
WI '01 Proceedings of the First Asia-Pacific Conference on Web Intelligence: Research and Development
WebCoM: a tool to use peer review to improve student interaction
Journal on Educational Resources in Computing (JERIC)
Assessment of a resource limited process for multidisciplinary projects
ACM SIGCSE Bulletin
Proceedings of the ACM 2009 international conference on Supporting group work
Student reflections on peer reviewing solutions to model-eliciting activities
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Short movie materials based on tessellation for foreign vocabulary learning
ITHET'10 Proceedings of the 9th international conference on Information technology based higher education and training
Multiple peer-assessment modes to augment online student question-generation processes
Computers & Education
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
Eliciting informative feedback in peer review: importance of problem-specific scaffolding
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Adaptive peer review based on student profiles
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Using peer review to teach software testing
Proceedings of the ninth annual international conference on International computing education research
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This study describes an effective web-based learning strategy, peer review, used by 143 computer science undergraduate students in an operating systems class at a Taiwanese university. Peer review, based on social constructivism, can be easily implemented via the authors' well-developed web-based peer review (WPR) system. Through peer review, the authors hope to form an authentic learning environment similar to an academic society in which a researcher submits a paper to a journal and receives reviews from society members before publication. Students using this learning strategy are expected to develop higher level thinking skills. The WPR system functioned in the following roles in this study: (1) an information distribution channel and management center for assignment submissions and peer review; (2) a forum for peer interaction and knowledge construction; and (3) storage for knowledge construction procedures. An evaluation of learning effects and students' perceptions about peer review during the spring of 1998 revealed that students not only performed better under peer review, but also displayed higher level thinking skills, i.e., critical thinking, planning, monitoring, and regulation. Students perceived peer review as an effective strategy that promoted their learning motivation. However, merely being an effective reviewer or an effective author may not excel in a peer review environment. The most effective individual appears to be the strategic adapter who effectively constructs a project, adjusts to peers' comments, and serves as a critical reviewer as well