de Raadt, Michael and Toleman, Mark 
ORCID: https://orcid.org/0000-0002-0535-8103 and Watson, Richard
(2006)
An effective system for electronic peer review.
International Journal of Business and Management Education, 13 (9).
pp. 48-62.
ISSN 1832-0236
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Abstract
Electronic peer review can empower instructors of large courses to produce rapid feedback, promote social interaction and encourage higher order learning by students. But what are the payoffs for educators? Do students recognise the benefits of such a system? Foundation Computing is one of the largest courses at the University of Southern Queensland. A system of electronic submission and peer reviewing with instructor moderation is now being used in this course. This system is innovative and unique and delivers benefits to students, instructors and the University. This system has been evaluated, proven successful and is being considered for wider use.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | USQ publication. Special Issue: Postgraduate Research in Innovative Methods of Teaching and Learning |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013) |
| Date Deposited: | 11 Oct 2007 01:00 |
| Last Modified: | 02 Jul 2013 22:43 |
| Uncontrolled Keywords: | review; rapid feedback; social interaction; higher order learning |
| Fields of Research (2008): | 08 Information and Computing Sciences > 0806 Information Systems > 080602 Computer-Human Interaction 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes |
| URI: | http://eprints.usq.edu.au/id/eprint/2255 |
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