Engagement in peer review, learner-content interaction and learning outcomes

Abstract

Purpose

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.

Design/methodology/approach

An experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.

Findings

This study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.

Practical implications

Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.

Originality/value

Learning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.

Citation

Goh, C.F., Tan, O.K., Rasli, A. and Choi, S.L. (2019), "Engagement in peer review, learner-content interaction and learning outcomes", International Journal of Information and Learning Technology, Vol. 36 No. 5, pp. 423-433. https://doi.org/10.1108/IJILT-04-2018-0038