Fifteenth Annual

C of I   S T U D E N T   R E S E A R C H

C O N F E R E N C E

Saturday May 16, 2020

Peer Editing: Comparing Quality and Effectiveness on Paper vs. Laptop

AUTHOR: Michael Piazzini
FACULTY: Dr. Kara Sage
DEPARTMENT: Psychology

ABSTRACT

Higher education is beginning to recognize “peer editing” as an asset in the writing process. In order to maximize the benefits of peer review, we must question the platforms in which they are assigned. Traditionally, peer review is assigned via paper. Alternatively, document sharing (e.g., the cloud) has opened the door for a technology-driven experience. Thus, questions remain on the efficacy of peer editing on digital platforms. The present study aims to investigate the differences in the quality and effectiveness of peer review on paper versus laptop. I investigated whether a platform helps or hinders a student’s ability to make revisions. Participants were asked to revise two writing samples from community college students using Microsoft Word or a typed copy. There was no statistical difference between paper and laptop in student’s ability to identify different types of writing errors. Additionally, there was no difference in the total number of revisions made. However, students spent vastly more time making revisions on laptop, and were more likely to prefer using paper in peer review. Results suggest educators should permit the use of laptops in peer review, but when developing standardized peer review sessions, consider that paper yields similar outcomes more efficiently.

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