The Utility of a Peer Review Application in Interdisciplinary Teamwork Arrangements

Coralie Johnson*, Miles A.J. MacLeod, Klaasjan Visscher

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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Abstract

Project and challenge-based learning typically require students to navigate personal and professional relationships within a team, in order to collaboratively solve authentic problems. These collaborations are often interdisciplinary in nature - an arrangement that adds increased complexity to the team's functioning. This is due to distinctions in approaches, epistemologies, ethos or jargon. The ability to provide (and receive) appropriate and constructive feedback to peers, within the team, is a key skill that can enhance team functioning and ultimately, output. Furthermore, it is a competence that aids in lubricating social and work impediments that may be causing bottlenecks to creativity, or the manifestation of ideas. The aim of this study, set within three different interdisciplinary bachelor modules, is to determine to what extent the use of the 'Buddycheck' application for peer review, is appreciated by students and teachers. The application, hosted within the learning management system of the university, allows students to rank their peers' performance according to teacher-set criteria, as well as through flexible open-format feedback; in order to facilitate opportunities for enhanced communication and expectation alignment. We wish to ascertain to what degree team functioning is enhanced through the scaffolded communication opportunities, by highlighting and creating openings to discuss undesirable behaviours, through the feedback application. Preliminary results appear to favour this mode of feedback facilitation, albeit with certain caveats, detailed later. Since teamwork is universal in tertiary education, these insights may be helpful for educators attempting to further improve the evaluation of the process of their projects or challenges.

Original languageEnglish
Title of host publicationSEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings
EditorsHannu-Matti Jarvinen, Santiago Silvestre, Ariadna Llorens, Balazs Vince Nagy
Place of PublicationBarcelona ES
PublisherSociete Europeenne pour la Formation des Ingenieurs (SEFI)
Pages1989-1993
Number of pages5
ISBN (Electronic)9788412322262
DOIs
Publication statusPublished - 2022
Event50th Annual Conference of the European Society for Engineering Education, SEFI 2022 - Vertex Building (Campus Nord of the Technical University of Catalonia, UPC), Barcelona, Spain
Duration: 19 Sept 202222 Sept 2022
Conference number: 50
https://sefi2022.eu/

Conference

Conference50th Annual Conference of the European Society for Engineering Education, SEFI 2022
Abbreviated titleSEFI 2022
Country/TerritorySpain
CityBarcelona
Period19/09/2222/09/22
Internet address

Keywords

  • Engineering Education
  • Interdisciplinarity
  • Peer-feedback
  • Project & Challenge-based Learning

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