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Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Tagged Division

First-Year Programs

Page Count

22

DOI

10.18260/p.27040

Permanent URL

https://peer.asee.org/27040

Download Count

124

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Paper Authors

biography

Wendi M. Kappers Embry-Riddle Aeronautical University - Daytona Beach

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Wendi M. Kappers has a Ph.D. in Instructional Technology from the University of Central Florida (UCF). Her thesis work explored how educational video game effects upon mathematics achievement and motivation scores differed between the sexes. During her tenure at Seminole Community College working as a tenured Professor and Program Manager of the Network Engineering Program, she was Co-PI for the CSEMS NSF grant that explored collaborative administration and industry mentorship planning used to increase enrollments of woman and minorities with declared majors in the areas of Computer Science (CS), Engineering (E), Mathematics (M), and Science (S). Currently, Dr. Kappers is the Program Chair/Assistant Professor of the M.S. in Information Security & Assurance (MISA) within Embry-Riddle Aeronautical University's (ERAU) College of Business, Worldwide Campus, and teaches within the College of Engineering for the Daytona Beach Campus of ERAU. Teaching responsibilities include: RSCH 202 – Introduction to Research, CS120 – Introduction to Computing in Aviation, and MISA Program Curriculum as needed. Both positions allow her to stay focused upon real-life educational and classroom issues while designing courses that explore technology utilization that is based upon structured learning principles and practices. She is an experienced Computer Engineer and Instructional designer, designing in Blackboard, WebCT, eCollege, and Canvas, and holds many industry-related certifications including the Microsoft Certified Systems Engineer (MCSE) and Trainer (MCT) certificates.

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Abstract

Abstract: Peer-reviewed assignments for learning have been seen as favorably within the literature. The articulated benefits range from students feeling more engaged, having expressed less anxiety, or found to be better equipped to perform in unfamiliar areas outside their current learning environments. However, little research examines the benefits specifically for the feedback provider when a more modern tool, such as the Canvas Learning Management System (LMS) is used. During the fall 2015 semester, a study was conducted to examine the peer review process from the vantage of the feedback reviewer when mitigated by an LMS. Since peer review is seen as a social activity, this study is guided by a social constructivism teaching framework, investigating peer review activities for (a) linear relationships to that of perceived social element inclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver of feedback, and (c) improvement in perceived information literacy. Additionally, this research examines Canvas attributes as identified by Sondergaard & Mulder1 (2012) of (a) Automation, (b) Simplicity, (c) Customizability, and (d) Accessibility, to support statements from the literature that indicate a lack of investigation of more modern peer review tools. Survey results, both qualitative and quantitative, were analyzed across three different peer-reviewed assignments for this examination. Of the 91 respondents representing a 32% response rate, descriptive analysis revealed themes ranging from Changes in Student Efforts to Valued New Perspectives. Whereas, expected Active Learning and Social Benefits slightly contradicted the positive tone found in the thematic review. However, overwhelming positive ratings were collected regarding the use of the Canvas LMS for support in implementing a peer-reviewed assignment. Discussion and implications explore the perceived affect upon the reviewer and how these types of assignments can support the proposed ABET General Criterion 3 Student Outcomes and General Criterion 5 Curriculum currently under revision. Additionally, these results provide a possible evaluation baseline for other faculty and course developers considering the implementation of peer-reviewed activities within first-year program courses.

Kappers, W. M. (2016, June), Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27040

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