The Computer as Means of Communication for Peer-Review Groups

Thea van der Geest; Tim Remmers

doi:10.1016/8755-4615(94)90016-7

The Computer as Means of Communication for Peer-Review Groups

Thea van der Geest, Tim Remmers

Faculty of Behavioural, Management and Social Sciences

Research output: Contribution to journal › Article › Academic › peer-review

14 Citations (Scopus)

152 Downloads (Pure)

Abstract

In a scientific-writing course, 15 of 54 students used a review-supporting computer program, PREP-EDITOR (PREP), to communicate with their peers about drafts. In an exploratory study, 10 students were interviewed regularly: 5 used PREP and 5 met face-to-face to exchange comments on drafts. The study showed that use of PREP did not increase time spent on various writing activities. The PREP group reported a large number of computer-related problems, whereas the non-PREP group reported more difficulties with assignments and course organization. It appeared that the technology was omnipresent in PREP users' perception of the course. The system of computer-mediated peer review has many of the drawbacks of 'distance learning,' but because networks are increasingly used by collaborating authors, we should teach our students how to use them sensibly.

Original language	Undefined
Pages (from-to)	237-250
Number of pages	14
Journal	Computers and composition
Volume	11
Issue number	3
DOIs	https://doi.org/10.1016/8755-4615(94)90016-7
Publication status	Published - 1994

Keywords

METIS-148819
Coauthoring composition instruction computer-assisted writing instruction computer-mediated communication evaluation research peer review PREP-EDITOR
IR-34127

Access to Document

10.1016/8755-4615(94)90016-7

Geest94computer

Cite this

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AU - Remmers, Tim

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AB - In a scientific-writing course, 15 of 54 students used a review-supporting computer program, PREP-EDITOR (PREP), to communicate with their peers about drafts. In an exploratory study, 10 students were interviewed regularly: 5 used PREP and 5 met face-to-face to exchange comments on drafts. The study showed that use of PREP did not increase time spent on various writing activities. The PREP group reported a large number of computer-related problems, whereas the non-PREP group reported more difficulties with assignments and course organization. It appeared that the technology was omnipresent in PREP users' perception of the course. The system of computer-mediated peer review has many of the drawbacks of 'distance learning,' but because networks are increasingly used by collaborating authors, we should teach our students how to use them sensibly.

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