Come Together: Peer Review with Energy Engineering Students

Authors

  • C. Dominguez
  • Maria da Silva Nascimento University of Tras-os-Montes e Alto Douro, School of Sciences and Technology
  • A. Maia
  • D. Pedrosa
  • G. Cruz

DOI:

https://doi.org/10.3991/ijep.v4i5.3537

Keywords:

Collaborative Writing, Web-based peer assessment, Peer Review, Students perceptions, Peer feedback, Higher Education.

Abstract


Based on the quantitative and qualitative analysis of collected data, this work examines energy engineering students’ perceptions towards web-based peer assessment, distinguishing their role as reviewers and as feedback receivers. It analyses the type of feedback in an attempt to evaluate students’ written communication skills and identifies which factors are related to students’ use and appreciation of feedback. Taking in account the conclusions of our previous case-study in the civil engineering course at University of Trás-os-Montes e Alto Douro (UTAD, Vila Real, Portugal) the results of this study allow us to deepen the reflexion on how to improve the design and implementation of future web-based peer assessment tasks in engineering courses.

Author Biography

Maria da Silva Nascimento, University of Tras-os-Montes e Alto Douro, School of Sciences and Technology

Department of Mathematics, Assitant Professor

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Published

2014-03-06

How to Cite

Dominguez, C., Nascimento, M. da S., Maia, A., Pedrosa, D., & Cruz, G. (2014). Come Together: Peer Review with Energy Engineering Students. International Journal of Engineering Pedagogy (iJEP), 4(5), pp. 34–41. https://doi.org/10.3991/ijep.v4i5.3537

Issue

Vol. 4 No. 5 (2014): Special Issue CISPEE

Section

Papers

License

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