An evaluation of electronic individual peer assessment in an introductory programming course

[Abstract]: Peer learning is a powerful pedagogical practice delivering improved outcomes over conventional teacher-student interactions while offering marking relief to instructors. Peer review enables learning by requiring students to evaluate the work of others. PRAISE is an on-line peer-review system that facilitates anonymous review and delivers prompt feedback from multiple sources. This study is an evaluation of the use of PRAISE in an introductory programming course. Use of the system is examined and attitudes of novice programmers towards the use of peer review are compared to those of students from other disciplines, raising a number of interesting issues. Recommendations are made to introductory programming instructors who may be considering peer review in assignments

Students\u27 View on Instant Online Feedback for Presentations

This paper presents an empirical study investigating the use of instant online feedback on face-to-face presentations. This innovative way of using information technology for the specific communication purpose of giving feedback was researched in the context of a university course on “Human-Computer Interaction and Psychology”. A total sum of 80 students majoring in Computer Science participated in the instant online feedback activity and 907 feedbacks were given. 72 students returned the questionnaire for evaluating this educational scenario. Quantitative and qualitative analysis revealed that students seem to prefer giving feedback online in addition to a face-to-face setting for reasons like possible anonymity and more honesty. Study results further demonstrate that instant online feedback may facilitate students\u27 interest in and commitment to their presentations, finally also increasing their contributions\u27 quality

The Student View on Online Peer Reviews

Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. face-to-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers

Students' View on Instant Online Feedback for Presentations

This paper presents an empirical study investigating the use of instant online feedback on face-to-face presentations. This innovative way of using information technology for the specific communication purpose of giving feedback was researched in the context of a university course on “Human-Computer Interaction and Psychology”. A total sum of 80 students majoring in Computer Science participated in the instant online feedback activity and 907 feedbacks were given. 72 students returned the questionnaire for evaluating this educational scenario. Quantitative and qualitative analysis revealed that students seem to prefer giving feedback online in addition to a face-to-face setting for reasons like possible anonymity and more honesty. Study results further demonstrate that instant online feedback may facilitate students' interest in and commitment to their presentations, finally also increasing their contributions' quality