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Students’ collaborative peer reviewing in an online writing environment

Journal article
Authors Linda Bradley
Sylvie Thouësny
Published in Themes in Science and Technology Education
Volume 10
Issue 2
Pages 69-83
ISSN 1792-8788
Publication year 2017
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Education, Communication and Learning
Pedagogical Development and Interactive Learning (PIL)
Pages 69-83
Language en
Keywords peer reviewing, collaborative learning, technical writing, online learning, content analysis
Subject categories , Learning, Languages and Literature


Peer review is applied as a powerful tool to enhance student collaboration online writing. The purpose of this paper is to analyse learners’ mechanisms of peer reviewing in the nature of student interventions and interactions in written online peer reviewing and how categorization of student comments can be used as a means for analysing student peer reviewing. The study is an in-depth investigation of computer science students participating in a technical writing course, using Google Drive as their joint work space. While writing their group text, the students were participating in peer reviewing work. Results show combining analysis models provide a better understanding of the implication of commenting in both scrutinizing the progressive scale of assistance, as well as area, nature, and type of commenting, together with what themes evolve. Further, taking turns providing feedback is an enriching activity.

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