Technology-Based Peer Review Learning Activities Among Graduate Students: An Examination of Two Tools
Laurie A. Sharp, Tarleton State University Regina Chanel Rodriguez, West Texas A&M University
Peer review learning activities have been deemed an effective way to improve writing quality among graduate students. However, there was a paucity of extant literature that examined technology-based peer review learning activities. To address this gap, the present study investigated how technology tool usage affected the instructional design of peer review learning activities. A qualitative action research design was used to examine the use of two different technology tools. Data were analyzed with content analysis techniques and three themes were identified. Following a discussion of the findings, the implications for instructors who are interested in using technology-based peer review learning activities are delineated.