Using Peer Review to Redesign the Introductory Public Speaking Course for Online Asynchronous Learning

Abstract

This paper proposes a comprehensive redesign of the introductory public speaking course for 100% online and asynchronous delivery, emphasizing peer review-based assessment. Research from the post-pandemic educational age informs this approach, which aims to meet the changing demands of online education for digital native students despite the financial constraints faced by institutions. This redesign is focused on improving student engagement, developing skills, and fostering adaptability in digital communication contexts through a flipped classroom model that leverages structured peer interactions to foster critical thinking, collaboration, and communication skills essential for modern professional and civic engagement. By utilizing technological tools (particularly FeedbackFruits) and flexible grading methods, the course supports diverse learning styles and promotes the ability to handle constructive criticism effectively. Ultimately, this paper advocates for reimagining traditional educational paradigms to better align with the needs of today’s digital learners, preparing them for success in an interconnected world characterized by digital communication and remote collaboration.