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Calibrated Peer Review (CPR): effective writing assignments online with much less instructor time..... but what do the students think?

Ruggiero, D and Harbor, J (2012) 'Calibrated Peer Review (CPR): effective writing assignments online with much less instructor time..... but what do the students think?' In: Amiel, T and Wilson, B, eds. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012. AACE, Chesapeake, VA, pp. 981-991. ISBN 9781880094952

Abstract

This research aims to discover how student’s understand their experiences using Calibrate Peer Review (CPR). After a series of writing assignments in which students were required to utilize CPR, the instructor surveyed the class using open ended questions to garner student perceptions. This study found that students perceive CPR to help their writing process, create richer opportunities to do research, and gain a deeper understanding of class topics. However, they also perceive CPR to limit teacher feedback, rely too heavily on student motivation, and focus on program input rather then content.

Item Type: Book Chapter or Section
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Institute for Education
Date Deposited: 09 Apr 2013 08:42
Last Modified: 02 Feb 2016 09:29
URI: http://researchspace.bathspa.ac.uk/id/eprint/1502
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