Application of peer review techniques in engineering education

  1. Miguel Ángel Conde González
  2. Lidia Sánchez González
  3. Vicente Matellán Olivera
  4. Francisco Javier Rodríguez Lera
Journal:
The International journal of engineering education

ISSN: 0949-149X

Year of publication: 2017

Volume: 33

Issue: 2

Pages: 918-926

Type: Article

More publications in: The International journal of engineering education

Metrics

Cited by

  • Scopus Cited by: 10 (21-01-2024)
  • Dialnet Métricas Cited by: 1 (25-02-2024)

JCR (Journal Impact Factor)

  • Year 2017
  • Journal Impact Factor: 0.575
  • Journal Impact Factor without self cites: 0.324
  • Article influence score: 0.1
  • Best Quartile: Q4
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q4 Rank in area: 73/86 (Ranking edition: SCIE)
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q4 Rank in area: 37/41 (Ranking edition: SCIE)

SCImago Journal Rank

  • Year 2017
  • SJR Journal Impact: 0.433
  • Best Quartile: Q2
  • Area: Engineering (miscellaneous) Quartile: Q2 Rank in area: 120/857
  • Area: Education Quartile: Q2 Rank in area: 429/1528

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2017
  • CiteScore of the Journal : 1.6
  • Area: Engineering (all) Percentile: 65
  • Area: Education Percentile: 61

Journal Citation Indicator (JCI)

  • Year 2017
  • Journal Citation Indicator (JCI): 0.56
  • Best Quartile: Q2
  • Area: EDUCATION, SCIENTIFIC DISCIPLINES Quartile: Q2 Rank in area: 36/78
  • Area: ENGINEERING, MULTIDISCIPLINARY Quartile: Q2 Rank in area: 62/168

Abstract

Improving students’ involvement in universities classes is a challenging problem. This problem is particularly relevant intechnical studies, even worst in computer related subjects where students tend to be very independent. In this paper, wepropose the use of peer review as a methodology that can help students to get more involved and to develop specific abilitieshas critical thinking. We have successfully used this approach in three different courses in different years (freshman andsophomore) and different studies. Quantitative and qualitative data was collected during these experiences to evaluatestudents’ opinion and performance. This information is analysed and discussed in the paper and our conclusions are alsohighlighted as well as some ideas for future improvement.