Please enable JavaScript.

Coggle requires JavaScript to display documents.

Peer Review - Coggle Diagram

- - - - Students prefer it (Guard)
      - Sacrifice a sense of community (Brown)
        
        Maybe bring in Innou into this conversation
        
        Don't have to be mutually exclusive. You can use both strategically (Brown). This is even more important in a hybrid class where you can decide the moments where they do F2F vs. anonymous online.
        
        Guardardo suggests F2F intervention to solve this issue. I think that would be helpful for a hybrid model. Look into their recommendation further.
    - - By remaining in groups throughout the semester, the students become more comfortable responding to each other. Another source on the importance of frequency to build confidence (Gray).
  - - - peer response is a good way for accountability
  - - - Steps they took in peer-review process:
      - first draft received anonymous and named peer review. I like the idea of doing both synonymously.
      - respond to the peer reviews (I also like this idea)
      - instructor review (this is still part of it and addresses the MOOC problem of being a way to conveyer belt more students)
      - response to the instructor
  - - - Additional writing support in facilitator-guided
      - online Writing Studios. Small groups of students
      - (5-6) asynchronously post and respond to each other’s
      - works-in-progress during a week-long studio session
      - (2-3 studios per major assignment; 6-8 studios per
      - semester).
  - - - Vast research on it being a positive force for blended learning
      - helps teach inquiry and build community
      - How inquiry works: need to engage in ongoing inquiry in order to integrate new knowledge within their existing knowledge
      - Writing is a social activity, thus why community is essential
      - CCCC Position Statement: the social nature of writing requires emphasis on "audiences and contexts for reception."
        Cite CCCCs
      - CoI social knowledge construction happens through "teaching presence, social presence, and cognitive presence."
        
        Teaching presence: instructional design, organization of the course, and providing feedback that "clarifies ideas and promotes learning."
        
        teacher and student are equal participants
        help students achieve their writing goals instead of the right way to do writing
        
        Social presence: social presence involves developing sufficient trust to facilitate
        genuine negotiation and collaboration
        
        Open communication, affective communication, group cohesion.
        View themselves as working towards a common goal. They should be comfortable enough to offer critical feedback.
        
        Cognitive presence: Ultimate goal is knowledge contstruction and practicing "critical thinking"
        
        Critically examining a text helps build good metacognition
        
        This process helps them think about the reader when engaging in the revision process.
- - - - social scripts
        
        What they are: Social scripts facilitate the social processes by
        specifying and sequencing the interactions of the learners (Weinberger, Fischer, & Mandl, 2007).
        
        social scripts may facilitate divergent knowledge (Handayani)
- - - - online vs. F2F when using named feedback? Even those that advocate for named feedback in a hybrid setting seem to still use the online approach instead of having it done in class.
      - Some research does show that intervention is needed to overcome this issue. This is why the hybrid model helps. Having that F2F conversation could alleviate the stress students face.
        
        Perhaps start with the Brown approach (both anonymous and named), and then build by dropping the anonymous if it no longer becomes necessary?
      - Anoynmous does help alleviate anxiety.