Web-based peer review: The learner as both adapter and reviewer

This study describes an effective web-based learning strategy, peer review, used by 143 computer science undergraduate students in an Operating System s class at a Taiwanese university. Peer review, based on social constructiv ism, can be easily implemented via the authors' well-developed web-based pe er review (WPR) system. Through peer review, the authors hope to form an au thentic learning environment similar to an academic society in which a rese archer submits a paper to a journal and receives reviews from society membe rs before publication. Students using this learning strategy are expected t o develop higher level thinking skills. The WPR system functioned in the fo llowing roles in this study: 1) an information distribution channel and man agement center for assignment submissions and peer review; 2) a forum for p eer interaction and knowledge construction; and 3) storage for knowledge co nstruction procedures. An evaluation of learning effects and students' perc eptions about peer review during the spring of 1998 revealed that students not only performed better under peer review, but also displayed higher leve l thinking skills, i.e., critical thinking, planning, monitoring, and regul ation. Students perceived peer review as an effective strategy that promote d their learning motivation. However, merely being an effective reviewer or an effective author may not excel in a peer review environment. The most e ffective individual appears to be the strategic adapter who effectively con structs a project, adjusts to peers' comments, and serves as a critical rev iewer as well.