Peer review as a tool in online instruction, 2021 NACTA presentation resources

Abstract

In the quick transition to online instruction in Spring 2020 due to Covid, instructors bore the brunt of extra work moving content and then figuring out how to assess and manage it. The objectives of this presentation are: 1) discuss how peer review can be implemented into an online synchronous or asynchronous course, 2) provide assessment or feedback for peer review, and 3) share best practices. Peer review happened in 100% asynchronous graduate classes. Peer review enabled the instructor share some of the responsibilities, give students the opportunity to interact with others in the course, and had students assess and provide feedback in a reflective manner on their work and their peers work.

The instructor sought feedback on the peer review process each semester. Students noted that peer review took time to get used to, having a responsive peer was key, and clear consistent instructions helped make the process move smoothly. Changes to partners has been the most laborious aspect of peer review if one is not responsive. Students were offered choices when assessing themselves and their peers. Rubrics, Likert type scales, and oral reflections were all implemented

Peer review can be a valuable tool for online instruction. By setting some basic structure but also giving the peers autonomy to make decisions about their groups and review, it gets another set of eyes on student work, helps students interact with one another, and adds a layer of engagement to the online learning environment.