COLLABORATIVE LEARNING AS PEER REVIEW IN ONLINE AND DISTANCE EDUCATIONMonica Liljeström and Agneta Hult
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This paper draws upon findings from an analysis of the written feedback produced by a group of Swedish University students acting as peer reviewers. The study aims to identify what type of feedback the students provided for each other, in order to gain some preliminary insights into if and how peer review preceded by collaborative criteria processing could contribute to learning. The two dominant feedback patterns were “reinforcing” and “suggestive” while “corrective” and “didactic” were less common. |
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