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Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
Insights on web-based peer review: a case study with energy engineering students
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Insights on web-based peer review: a case study with energy engineering students

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Presentation made on october 31th 2013 at 1st International Conference of the Portuguese Society for Engineering Education (CISPEE).

Presentation made on october 31th 2013 at 1st International Conference of the Portuguese Society for Engineering Education (CISPEE).

Published in: Education, Technology
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  • 1. Insights on web-based peer review: a case study with energy engineering students Caroline Dominguez CIDTFF - University of Trás-os-Montes e Alto Douro Vila Real, Portugal carold@utad.pt Maria Nascimento CIDTFF - University of Trás-os-Montes e Alto Douro Vila Real, Portugal mmsn@utad.pt Ana Maia, Daniela Pedrosa CIDTFF/UTAD - University of Trás-os-Montes e Alto Douro Vila Real, Portugal {margaridam, dpedrosa}@utad.pt Gonçalo Cruz INESC TEC/UTAD - University of Trás-os-Montes e Alto Douro Vila Real, Portugal goncaloc@utad.pt
  • 2. I - Research Goal/Purpose
  • 3. What influences the development of communication skills trough web-based peer review activities?
  • 4. Cruz, G., Dominguez, C., Maia, A., Pe drosa, D., & Grams, G. (2013). Webbased Peer Assessment: A Case Study with Civil Engineering Students. International Journal of Engineering Pedagogy (IJEP), 3(S1), 64-70.
  • 5. As reviewers, are the perceptions of the students on the activity different from those as feedback “receivers”?
  • 6. Written communication skills (type of feedback)
  • 7. Intermediate grades vs. Final grades Peer grades vs. Teacher grades
  • 8. II - Learning Activity
  • 9. IV - Evaluation
  • 10. Did students found the activity useful (in terms of learning)?
  • 11. Are students self-confidents about their own work?
  • 12. Was there any difference between the grades? Average grades Peer Reviewer Teacher 1st Cycle 0,75 0,77 2nd Cycle 0,84 0,88 3rd Cycle 0,87 0,83 4th Cycle 0,89 0,82
  • 13. V - Discussion, Conclusion and Future Work
  • 14. Technology acceptance Basic communication skills Activity appreciation
  • 15. Need to continuous support Low self-confidence for grading peers Few improvements Low critical thinking skills Neutral grades effect
  • 16. Blind vs. non-blind Skills vs. approach Grades scale Activity value
  • 17. Overcome research limitations FRISCO Approach & Cornell Test (Ennis, 1996)
  • 18. Similar conditions Coaching

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