Online versus Face-to-Face Peer Team Reviews

Kathrin Figl, Christine Bauer, Jürgen Mangler, Renate Motschnig-Pitrik

Publication: Chapter in book/Conference proceedingContribution to conference proceedings

Abstract

Peer-reviewing is gaining importance as didactic technique in computer science courses. Through reviewing their peers, students develop evaluation skills, increase their reflection ability, and develop awareness of their own work's quality. This paper presents an experimental study exploring communication and collaboration aspects of the peer-reviewing task. In particular, the study analyzes differences between the face-to-face and the online setting. Both settings were implemented and investigated with respect to communication and collaboration in and among teams as well as workload distribution. The results show that students highly appreciated many aspects of the online reviewing tool but found themselves constrained by the lack of discussion, which they experienced and valued in the face-to-face process. The paper discusses further results regarding team communication and collaboration and their implications on the specific didactical use of online and face-to-face peer-reviewing.
Original languageEnglish
Title of host publication36th ASEE/IEEE Frontiers in Education Conference (FIE06)
Editors FIE
Place of PublicationSan Diego
PublisherIEEE
PagesT1H7 - T1H12
ISBN (Print)1-4244-0256-5
DOIs
Publication statusPublished - 1 Dec 2006

Austrian Classification of Fields of Science and Technology (ÖFOS)

  • 502050 Business informatics
  • 102024 Usability research
  • 102013 Human-computer interaction

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