Proposal Abstract

Over the past several years, we have had our students develop educational materials that can be used in future classes, such as student-authored wiki textbooks. Since the volume of writing is large, we don't have enough time to review it ourselves, so we engage students in the process via peer review. Our results have been quite positive. In 2010-2011, by a margin of 78% to 6%, students were proud of their contributions to the wiki textbook. By 67% to 7%, they considered them credible entries for a college-level text. By 72% to 11%, students agreed that the reviews they received help them to improve their work. By 64% to 17%, the students found it easy to complete their peer reviews using our peer-review tool Expertiza. Each year we have noticed improvement, either in learning outcomes or student satisfaction. We will discuss factors that seem to have contributed to the improvement.

Location

Room 1220

Publication Type and Release Option

Presentation (Open Access)

 
Mar 28th, 3:00 PM Mar 28th, 3:45 PM

Peer Review and Wiki Textbooks: The Good, the Bad, and the Unmeasurable

Room 1220

Over the past several years, we have had our students develop educational materials that can be used in future classes, such as student-authored wiki textbooks. Since the volume of writing is large, we don't have enough time to review it ourselves, so we engage students in the process via peer review. Our results have been quite positive. In 2010-2011, by a margin of 78% to 6%, students were proud of their contributions to the wiki textbook. By 67% to 7%, they considered them credible entries for a college-level text. By 72% to 11%, students agreed that the reviews they received help them to improve their work. By 64% to 17%, the students found it easy to complete their peer reviews using our peer-review tool Expertiza. Each year we have noticed improvement, either in learning outcomes or student satisfaction. We will discuss factors that seem to have contributed to the improvement.