Document Type
Article
Publication Date
2011
Publication Title
International Journal of Teaching and Learning in Higher Education
Abstract
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.
Recommended Citation
Brill, Jennifer M., Charles B. Hodges.
2011.
"Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design."
International Journal of Teaching and Learning in Higher Education, 23 (1): 114-118.
source: http://www.isetl.org/ijtlhe/pdf/IJTLHE945.pdf
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/40
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
Comments
All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License.