Effective Implementation of Peer Review as an Active Learning Technique to Attain Course Outcome : A Case Study

Authors

  • Mrunal Moharir MKSSS’s Cummins College of Engineering for Women, Pune
  • Rujuta Agavekar MKSSS’s Cummins College of Engineering for Women, Pune
  • Poonam Bhore MKSSS’s Cummins College of Engineering for Women, Pune
  • Himani Kadam MKSSS’s Cummins College of Engineering for Women, Pune
  • Anand Bewoor MKSSS’s Cummins College of Engineering for Women, Pune

Keywords:

Active Learning, Peer Review, Course Attainment, Program Outcome, Outcome Based Education.

Abstract

To engage the students actively in large classes is a challenging task. It became tougher especially in the online mode of conduction of lectures, due to the pandemic situation. In the absence of physical classroom interaction, students tend to lose focus and disconnect with the course content. It is observed that implementation of active learning techniques, helps in enhancing students’ engagement. It also appears to be beneficial in improving attainment levels of the course outcomes which is a very important aspect of the outcome based education. This paper discusses Peer Review as an active learning strategy, implemented for the course of Basic Electrical and Electronics Engineering for the first year engineering students. The students were divided into small groups, were asked to solve problems (were given a task based on a course outcome) and were asked to Peer Review the work with the help of assessment rubric provided. Course outcome where Peer Review Technique was implemented is compared with the other course outcomes where this technique was not implemented.

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Published

2022-12-01

How to Cite

Moharir, M., Agavekar, R., Bhore, P., Kadam, H., & Bewoor, A. (2022). Effective Implementation of Peer Review as an Active Learning Technique to Attain Course Outcome : A Case Study. Journal of Engineering Education Transformations, 63–72. Retrieved from https://journaleet.in/index.php/jeet/article/view/257

Issue

Volume 36, Special Issue, December 2022

Section

Articles

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