Hughes, G; Price, L; Hughes, G; (2019) Systematic peer reviewing versus a discussion forum for promoting online learner success: an evaluation of innovative learning design for postgraduate students. In: Proceedings of the 28th ICDE World Conference on Online Learning 2019. (pp. FP 037). National Institute for Digital Learning (NIDL): Dublin, Ireland.

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Abstract

Designing distance learning to ensure student success is of high importance and there are well-known aspects of distance online learning that encourage retention such as regular tutor support, clear structure, student self-reflection and online discussion with peers (Doig and Hogg, 2013). A module for a new Postgraduate Certificate in Learning and Teaching in Higher Education at the University of London was recently designed using these plus innovative pedagogic features to promote student success. The design included alignment between the assessment criteria and weekly discussion forum activities. An ipsative assessment criterion indicated to students that they must demonstrate their development and progress with their learning throughout the module to encourage consistent engagement. The design also included a peer review process that was managed through the Virtual Learning Environment with student reviews that were anonymised. To identify which aspects of the design promoted success, we collected data analytics for 50 students and explored links between online discussion forum participation, peer review activities and student marks. Contrary to popular expectations, engagement with the discussion forum is not a very good predictor of completion and success. By contrast, engagement in peer review, and especially giving feedback to peers, is a good predictor of success. Furthermore, early drop out from peer review links to incomplete submission of assessments. Thus, spending time on task in the peer review links to high or moderate performance, although a few exceptions indicate that different learners might use different tools for success. This study suggests a number of avenues for tutor development in online learning to encourage retention such as using peer review activities that are time bound and well organised. Assessment could include criteria for developmental progress as well as outcomes

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