Group Peer Review as an Active Learning Strategy in a Research Course

Abstract

The faculty of an undergraduate research course with a diverse student body recognized that many students struggled with the concept of how to critique a research article. The traditional assignment method used to teach the critique process did not maximize student learning outcomes. The active learning strategy of peer review was used to enhance student understanding and engagement in the critique process. This active learning strategy involved small groups of students who worked together as a team to evaluate the work of other student groups using a critique-rubric. This article describes the development and incorporation of a peer review activity into an undergraduate research course. Faculty who teach at the college level are often faced with the challenge of how to facilitate higher levels of student engagement and learning among undergraduate students. More than 20 years ago, based on research on college teaching and learning, Chickering (1987) identified the use of active learning strategies as a key part of good practice in undergraduate education. The concept of active learning has been identified in the literature as a useful methodology for helping students to be actively involved in their own learning, attain complex objectives, think critically, and solve problems (Bonner,