Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing...

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Autores principales:	Francesca Pozzi, Andrea Ceregini, Lucia Ferlino, Donatella Persico
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	peer review computer supported collaborative learning (cscl) collaborative technique evaluation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/494148c213464c44bbd9a3ab391a5c6a
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id	oai:doaj.org-article:494148c213464c44bbd9a3ab391a5c6a
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spelling	oai:doaj.org-article:494148c213464c44bbd9a3ab391a5c6a2021-12-02T16:59:54ZDyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes10.19173/irrodl.v17i2.21071492-3831https://doaj.org/article/494148c213464c44bbd9a3ab391a5c6a2016-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2107https://doaj.org/toc/1492-3831 The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation. Francesca PozziAndrea CereginiLucia FerlinoDonatella PersicoAthabasca University Pressarticlepeer reviewcomputer supported collaborative learning (cscl)collaborative techniqueevaluationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 2 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	peer review computer supported collaborative learning (cscl) collaborative technique evaluation Special aspects of education LC8-6691
spellingShingle	peer review computer supported collaborative learning (cscl) collaborative technique evaluation Special aspects of education LC8-6691 Francesca Pozzi Andrea Ceregini Lucia Ferlino Donatella Persico Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
description	The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality of learning. In this study, a class of trainee teachers conducts an online PR. The resulting interactions are analyzed and evaluated by the researchers through the application of an evaluation model based on both quantitative and qualitative data. In particular, two conditions are studied, namely the PR in groups versus the PR in dyads. Results show that students who carried out the PR in groups were less active from the cognitive point of view, while they devoted more effort to deal with organizational matters and discourse facilitation.
format	article
author	Francesca Pozzi Andrea Ceregini Lucia Ferlino Donatella Persico
author_facet	Francesca Pozzi Andrea Ceregini Lucia Ferlino Donatella Persico
author_sort	Francesca Pozzi
title	Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
title_short	Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
title_full	Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
title_fullStr	Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
title_full_unstemmed	Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes
title_sort	dyads versus groups: using different social structures in peer review to enhance online collaborative learning processes
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/494148c213464c44bbd9a3ab391a5c6a
work_keys_str_mv	AT francescapozzi dyadsversusgroupsusingdifferentsocialstructuresinpeerreviewtoenhanceonlinecollaborativelearningprocesses AT andreaceregini dyadsversusgroupsusingdifferentsocialstructuresinpeerreviewtoenhanceonlinecollaborativelearningprocesses AT luciaferlino dyadsversusgroupsusingdifferentsocialstructuresinpeerreviewtoenhanceonlinecollaborativelearningprocesses AT donatellapersico dyadsversusgroupsusingdifferentsocialstructuresinpeerreviewtoenhanceonlinecollaborativelearningprocesses
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Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes

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