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<https://discovery.ucl.ac.uk/id/eprint/10083323> <http://purl.org/dc/terms/title> "Systematic peer reviewing versus a discussion forum for promoting online learner success: an evaluation of innovative learning design for postgraduate students"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10083323> <http://purl.org/ontology/bibo/abstract> "Designing distance learning to ensure student success is of high importance and there\r\nare well-known aspects of distance online learning that encourage retention such as\r\nregular tutor support, clear structure, student self-reflection and online discussion with\r\npeers (Doig and Hogg, 2013). A module for a new Postgraduate Certificate in Learning\r\nand Teaching in Higher Education at the University of London was recently designed\r\nusing these plus innovative pedagogic features to promote student success. The\r\ndesign included alignment between the assessment criteria and weekly discussion\r\nforum activities. An ipsative assessment criterion indicated to students that they must\r\ndemonstrate their development and progress with their learning throughout the module\r\nto encourage consistent engagement. The design also included a peer review process\r\nthat was managed through the Virtual Learning Environment with student reviews that\r\nwere anonymised. To identify which aspects of the design promoted success, we\r\ncollected data analytics for 50 students and explored links between online discussion\r\nforum participation, peer review activities and student marks. Contrary to popular\r\nexpectations, engagement with the discussion forum is not a very good predictor of\r\ncompletion and success. By contrast, engagement in peer review, and especially\r\ngiving feedback to peers, is a good predictor of success. Furthermore, early drop out\r\nfrom peer review links to incomplete submission of assessments. Thus, spending time\r\non task in the peer review links to high or moderate performance, although a few\r\nexceptions indicate that different learners might use different tools for success. This\r\nstudy suggests a number of avenues for tutor development in online learning to\r\nencourage retention such as using peer review activities that are time bound and well\r\norganised. Assessment could include criteria for developmental progress as well as\r\noutcomes"^^<http://www.w3.org/2001/XMLSchema#string> .
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