Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity provides student interaction and the development of a collaborative community of learners, higher education environments have failed to equip students with the knowledge and tools to ensure adept participation. As students offer limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). An initial research question asked, "How does using a structured peer evaluation system impact the peer review process in an online Graduate Communication Capstone classroom at UNCM?" A second research question sought to discover, "What are the perceptions of students regarding a structured peer evaluation system in support of online asynchronous peer review activity in a Graduate Communication Capstone classroom at UNCM?" This study incorporated a structured peer evaluation system, including an interactive educational technology peer review tool kit innovation that delivered training, tools, prompts, examples, rubrics, and more. Data collection offered preterm and postterm questionnaires, observational field notes, postterm questionnaire open-ended questions, one-on-one interviews, researcher's handwritten interview notes, and student post artifacts. Data analysis provided a triangulation mixed methods approach with findings integrated via a convergent process (Mertler, 2017). As a result of this research study, the participants were able to use the peer review tool kit to experience confidence and empowerment as well as foster a collaborative community of learners through their peer review engagement. Furthermore, the students used the structured peer evaluation system to transform excitement and anxiousness into a focused approach to learning with their peers. This research study offers implications for the continued integration of learning theory into educational technology, the placement of the structured approach earlier in the students' learning pathway, and the incorporation of additional resources to assist students in overcoming anxiety and fear associated with peer review participation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]