Based on a critical analysis by learners of a product previously realized by
peers. Usually the process includes three phases: during the first stage, learners are in charge of producing an artifact (a document, map, hypertext, etc.); in the second stage, they are asked to provide feedback to the work done by their colleagues; during the third phase, learners are asked to revise their original product on the basis of the received feedback. During the
peer review, a reciprocal teaching approach is stressed, where one’s own interpretation of reality is to be compared with that of others. Unlike the Jigsaw technique,
peer review is not associated with a specific social structure per se and can be orchestrated in different ways so that the reciprocal feedback can be provided either at the individual level or by pairs or even among groups. Furthermore, the
review process may be organized in several ways: networked (any entity may provide feedback to any other entity), cyclical (entity A provides feedback to entity B, B to C, C to D, etc.), or reciprocal (entity A provides feedback to entity B, which in turns provides feedback to A).
Learn more in:
Fostering Collaboration in CSCL