The Perceived Value of Informal, Peer Critique in the Instructional Design Studio

The purpose of this study is to investigate how instructional design students perceive the informal, peer critique as an influence in their studio education. Our participants were students enrolled in beginning and advanced studio courses in the department of Instructional Psychology and Technology...

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Bibliographic Details
Published in:TechTrends 2019-03, Vol.63 (2), p.149-159
Main Authors: McDonald, Jason K., Rich, Peter J., Gubler, Nicholas B.
Format: Article
Language:English
Subjects:
Advanced Courses
College Students
Colleges & universities
Criticism
Education
Educational Technology
Feedback (Response)
Instructional Design
Introductory Courses
Learning and Instruction
Original Paper
Peer Evaluation
Psychology
Resistance (Psychology)
Role
Student Attitudes
Students
Teaching Methods
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Summary:The purpose of this study is to investigate how instructional design students perceive the informal, peer critique as an influence in their studio education. Our participants were students enrolled in beginning and advanced studio courses in the department of Instructional Psychology and Technology at Brigham Young University. Groups of 2–3 beginning students were assigned a reviewer from the advanced course, who then led critiques over two face-to-face class sessions with their assigned groups. Students perceived the critique experience to be helpful, although beginning students perceived greater value than did the advanced (possibly due to the time advanced students took to build confidence in the beginners). Students also reported ways in which the critique experience could have been improved, with the most common suggestions being to hold critique sessions more frequently and for longer periods of time. We conclude by discussing the role of informal, peer critiques in the instructional design studio, including how they could complement other forms of feedback that students receive. We also discuss how our findings could contribute towards future research into the value of critique in the instructional design studio environment.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-018-0302-9