Hafeez-Baig, Abdul and De George-Walker, Linda and Gururajan, Raj and Danaher, P. A. (2011) Challenges and opportunities for academics adopting an online peer review innovation. Studies in Learning, Evaluation, Innovation and Development, 8 (1). pp. 26-37. ISSN 1832-2050
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The growth of information and communication technologies (ICTs) and the emerging needs of higher education students have emphasised the need to incorporate digital developments into learning and teaching activities. ICTs afford innovative and active engagement of the learner, recognise good teaching and promote lifelong learning. On the other hand, there are considerable challenges associated with implementing and integrating ICTs in course environments as academics and institutions struggle to keep abreast of rapidly evolving technologies and pedagogies, thereby wrestling with these emerging technologies and often wrangling to ensure that they support learning and teaching strategies directly and effectively.
This paper reports on the incorporation of a comprehensive peer review system into a course within a Faculty of Business and Law at an Australian university, and the experiences, challenges and issues faced by academics with regard to integrating technologies with teaching, learning and assessment practices and outcomes. The peer review approaches reported in the paper first featured in a postgraduate level course and incorporate a peer review system, a course management system, an electronic assessment management system, electronic discussions and a feedback system, which are provided in conjunction with the traditional mode of teaching. After successfully running the course for two years, the course team won a grant to extend its development. The peer review system was developed and trialled within the faculty, focusing on the blended learning environment across the wide range of disciplines and contexts within the faculty.
The findings showed that the systems were successful at incorporating a combination of simulative and formative assessment items. While there were challenges about trust, quality and independence, they were minimised through a structured, peer review approach and moderation process. Participants acknowledged that the blended learning environment was challenging and complex; however, learning and teaching in this environment were effective and efficient. Another challenge in developing such a strategy was the requirement to accommodate a wide range of teaching and assessment practices adopted by a large number of academics. It was concluded that blended learning can be innovative and effective, thereby reaping the rewards of wrestling and wrangling with the associated emergent ICTs, but that it requires careful management on the part of academics and a change in student attitude if the potential rewards of academics adopting a blended learning peer review teaching model are to be reaped.
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|Item Type:||Article (Commonwealth Reporting Category C)|
|Item Status:||Live Archive|
|Additional Information:||This article has been peer-reviewed and accepted for publication in SLEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. ISSN 1832-2050|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||23 May 2012 07:45|
|Last Modified:||27 Aug 2014 01:03|
|Uncontrolled Keywords:||blended learning, online learning, peer assessment, peer review system, peer review teaching|
|Fields of Research :||13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
|Socio-Economic Objective:||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies|
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