You get what you give – Reciprocal Peer Review in a Chemistry Assignment using a VLE to promote insightful feedback

• Billy Madden ^[1] ; Ann Murphy ^[1] ; Michael K. Seery ^[2] ; Barry J. Ryan ^[3]
  1. [1] Technological University of the Shannon, Ireland
  2. [2] Cardiff Metropolitan University, United Kingdom
  3. [3] Technological University Dublin, Ireland

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 4, 2024, págs. 1766-1770
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Reciprocal peer review was incorporated into a group chemistry assignment on a second-year undergraduate applied biology course and carried out using a Virtual Learning Environment (VLE). The assignment required students to work in groups and explain the properties and uses of specific biomolecules in terms of their chemistry. A reciprocal peer review halfway through the assignment allowed students to share feedback on each other’s work. The resultant student-generated feedback comments, along with student interview data, were evaluated to see if there were any benefits or challenges in conducting a reciprocal peer review through a VLE. In general, students were positive toward the peer review process and appreciated the benefits of both giving and receiving formative feedback within the assignment. Conducting peer review in a VLE offered them a degree of anonymity that encouraged free and open exchange of critical feedback in a supportive environment, leading to the sharing of insightful feedback between students.