Abstract
Abstract of
Instructor observation and experience with online peer review
in educational practices
by
Patricia Ann Fournier
This article examines English composition instructors’ observation of and responses to their students using online peer review. It attempts to further prior research by Smith, Alvarez-Torres and Zhao on the subject by applying modes they used, and an additional mode extracted from the data. To add to this conversation, a small-case study was conducted in which participants – composition instructors who assign online peer review to their students – provided responses to several open-ended questions. Feedback was provided based on research that suggested instructors who implement online peer review may do so for a variety of motivational reasons. The responses were placed into three motivational categorical modes (with sub-categories). The research indicates that the participants used each mode differently to guide their responses to their students while using online peer review and that each mode had more motivational advantages than disadvantages for assigning online peer review. The findings imply that assigning online peer review to their students while viewing and experiencing the advantages of this platform creates the instructors’ motivational factor for assigning online peer review.