Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

Authors

  • Dominik Dolezal University of Applied Sciences Technikum Wien TGM – Vienna Institute of Technology
  • Alexandra Posekany TGM – Vienna Institute of Technology Danube University Krems
  • Christoph Roschger TGM – Vienna Institute of Technology
  • Gottfried Koppensteiner TGM – Vienna Institute of Technology
  • Renate Motschnig University of Vienna
  • Robert Pucher University of Applied Sciences Technikum Wien

DOI:

https://doi.org/10.3991/ijep.v8i1.8099

Keywords:

Peer Review, Person-Centered Learning, Student-Centered Classrooms, Learning Office, Computer Science Education, Moodle Workshops

Abstract


Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined. We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation. Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.

Author Biographies

Dominik Dolezal, University of Applied Sciences Technikum Wien TGM – Vienna Institute of Technology

Dominik Dolezal is a researcher and lecturer at the University of Applied Sciences Technikum Wien, Austria. He is also a school teacher at the TGM – Vienna Institute of Technology, Austria. His interests lie in the field of computer science education, person-centered learning, software development and user experience design.

Alexandra Posekany, TGM – Vienna Institute of Technology Danube University Krems

Alexandra Posekany is a researcher and biostatistician at the Danube University Krems, as well as lecturer at the Universities of Applied Sciences Technikum Wien and Campus Wien, Austria. She is also a school teacher at the TGM – Vienna Institute of Technology, Austria. Her interests lie in the field of mathematical and statistical education, applied statistics and machine learning.

Christoph Roschger, TGM – Vienna Institute of Technology

Christoph Roschger is a researcher and lecturer who obtained his PhD in computer science from the Vienna University of Technology in the field of mathematical logic, game theory, and semantics of natural language. After lecturing at the University of Applied Sciences Technikum Wien, Austria, he now works at the TGM – Vienna Institute of Technology, Austria, and has already taught several subjects in the learning office.

Gottfried Koppensteiner, TGM – Vienna Institute of Technology

Gottfried Koppensteiner is the head of the IT-department at the TGM – Vienna Institute of Technology, Austria, where he founded the learning office. He is also an active researcher at the Practical Robotics Institute Austria (PRIA) working on robotics in education as well as in research. Gottfried obtained his PhD from the Vienna University of Technology in the field of industrial automation.

Renate Motschnig, University of Vienna

Renate Motschnig is head of the Educational Technologies research group at the University of Vienna, Austria. She holds a double assignment to the Centre for Teacher Education and the Faculty of Computer Science. She (co-)authored more than 170 scientific articles and four books. Her interests lie in the field of person-centered learning in combination with software engineering.

Robert Pucher, University of Applied Sciences Technikum Wien

Robert Pucher is head of the Department of Computer Science at the University of Applied Sciences Technikum Wien, Austria. He studied and wrote his dissertation at the Graz University of Technology and has been working for the University of Applied Sciences since 1994.

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Published

2018-02-28

How to Cite

Dolezal, D., Posekany, A., Roschger, C., Koppensteiner, G., Motschnig, R., & Pucher, R. (2018). Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms. International Journal of Engineering Pedagogy (iJEP), 8(1), pp. 127–147. https://doi.org/10.3991/ijep.v8i1.8099

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Section

Papers