Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011)...

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Autores principales:	Colin Madland, Griff Richards
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	interaction cooperative learning critical thinking study buddy approaches to learning learning design Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/99450b94df7d458c958c1583abb76656
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spelling	oai:doaj.org-article:99450b94df7d458c958c1583abb766562021-12-02T19:25:15ZEnhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity10.19173/irrodl.v17i3.21791492-3831https://doaj.org/article/99450b94df7d458c958c1583abb766562016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2179https://doaj.org/toc/1492-3831 The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to academic achievement it was felt important to examine the way peer interaction can contribute to learning in a well-structured collaborative learning activity. This mixed-methods study (n=31) examined both quantitative and qualitative aspects of student perceptions of the study buddy activity. While quantitative findings regarding depth of processing were inconclusive due to the small and homogeneous sample, qualitative analysis showed very high levels of learner support for the activity as well as evidence that the activity encouraged learners to approach their learning with greater depth. 88% of study buddies said they found the activity well worth their time, and would recommend it for other graduate courses. It is thought with greater scaffolding, the quality of buddy feedback might be improved. The few who did not appreciate the activity felt let down by a lack of buddy commitment to the process. Colin MadlandGriff RichardsAthabasca University Pressarticleinteractioncooperative learningcritical thinkingstudy buddyapproaches to learninglearning designSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	interaction cooperative learning critical thinking study buddy approaches to learning learning design Special aspects of education LC8-6691
spellingShingle	interaction cooperative learning critical thinking study buddy approaches to learning learning design Special aspects of education LC8-6691 Colin Madland Griff Richards Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
description	The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to academic achievement it was felt important to examine the way peer interaction can contribute to learning in a well-structured collaborative learning activity. This mixed-methods study (n=31) examined both quantitative and qualitative aspects of student perceptions of the study buddy activity. While quantitative findings regarding depth of processing were inconclusive due to the small and homogeneous sample, qualitative analysis showed very high levels of learner support for the activity as well as evidence that the activity encouraged learners to approach their learning with greater depth. 88% of study buddies said they found the activity well worth their time, and would recommend it for other graduate courses. It is thought with greater scaffolding, the quality of buddy feedback might be improved. The few who did not appreciate the activity felt let down by a lack of buddy commitment to the process.
format	article
author	Colin Madland Griff Richards
author_facet	Colin Madland Griff Richards
author_sort	Colin Madland
title	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
title_short	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
title_full	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
title_fullStr	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
title_full_unstemmed	Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
title_sort	enhancing student-student online interaction: exploring the study buddy peer review activity
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/99450b94df7d458c958c1583abb76656
work_keys_str_mv	AT colinmadland enhancingstudentstudentonlineinteractionexploringthestudybuddypeerreviewactivity AT griffrichards enhancingstudentstudentonlineinteractionexploringthestudybuddypeerreviewactivity
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Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

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