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ERIC Number: EJ938586
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1812-9129
Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design
Brill, Jennifer M.; Hodges, Charles B.
International Journal of Teaching and Learning in Higher Education, v23 n1 p114-118 2011
Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an instructional strategy by articulating its use in both face-to-face and online Instructional Design courses and to formulate directions for future research on the use of peer review in instructional practice. Findings from a literature review of student-to-student peer review and the authors' experiences with the use of peer review in Instructional Design courses are used to foster a discussion that interweaves both important scholarly and practical elements.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A