Student peer review as a process of knowledge creation through dialogue

Abstract

This study contributes to a better understanding of the potential of student peer review in higher education by examining how repeated practice influences student learning. The study reports on the experiences of undergraduate science students who were systematically trained in peer review over three years. Twelve were interviewed in both their second and third year. It was found that multiple experiences had a positive influence in shaping and embedding a culture of peer review in the programme. The reviews used both formal and informal dialogic processes, and through these, students developed an advanced skill set that enabled them to provide and utilise quality feedback. Students saw peer review as a type of research inquiry that led to a deeper understanding of (a) disciplinary knowledge, (b) being a peer reviewer, (c) knowledge about self and (d) knowledge of others. These results demonstrate the impact of long-term training in peer review on students’ learning experiences in higher education.