Double-Blind Multiple Peer Reviews to Change Students' Reading Behaviour and Help Them Develop Their Writing Skills

Autor/inn/en	Rød, Jan Ketil; Nubdal, Marte
Titel	Double-Blind Multiple Peer Reviews to Change Students' Reading Behaviour and Help Them Develop Their Writing Skills
Quelle	In: Journal of Geography in Higher Education, 46 (2022) 2, S.284-303 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rød, Jan Ketil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2021.1901265
Schlagwörter	Reading Habits; Writing Skills; Research Papers (Students); Tests; Course Content; Peer Evaluation; Study Habits; Student Behavior; Student Attitudes; College Students; Documentation; Bibliographies + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Writing skill; Schreibfertigkeit; Examination; Prüfung; Examen; Kursprogramm; Study behavior; Study behaviour; Studienverhalten; Student behaviour; Schülerverhalten; Collegestudent; Dokumentation
Abstract	For a geography bachelor course about climate change, we replaced the end-of-course exam with one term paper and three term-paper peer reviews. Our objectives were to design a learning environment where students read continuously throughout the semester, develop their writing skills, become familiar with quality criteria for academic texts, and get trained in applying these. To support students in their term-paper writing and term-paper peer reviews, we arranged two annotated-bibliography exercises as optional learning activities. A t-test demonstrated a statistically significant increase in performance for those who participated in these exercises compared to those who did not. A survey confirmed that students still doubt their own and their peer students' capability to provide authoritative reviews, but qualitative interviews supported the findings that a majority of students found the peer-review process valuable for their reading behaviours and the development of their writing skills. The improvements, however, were mostly related to form (such as structure, grammar, and how to set up a proper reference list) and less related to academic content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01