@incollection{KaschVanRosmalenLoehretal.2018, author = {Julia Kasch and Peter Van Rosmalen and Ansje L{\"o}hr and Ad Ragas and Marco Kalz}, title = {Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses}, series = {Technology Enhanced Assessment. TEA 2017.}, publisher = {Springer Nature Switzerland AG}, address = {Cham, Switzerland}, isbn = {978-3-319-97806-2}, url = {https://nbn-resolving.org/urn:nbn:de:bsz:he76-opus4-3170}, pages = {54 -- 68}, year = {2018}, abstract = {There is scarcity of research on scalable peer-feedback design and student’s peer-feedback perceptions and therewith their use in Massive Open Online Courses (MOOCs). To address this gap, this study explored the use of peer-feedback design with the purpose of getting insight into student perceptions as well as into providing design guidelines. The findings of this pilot study indicate that peer-feedback training with the focus on clarity, transparency and the possibility to practice beforehand increases students willingness to partici- pate in future peer-feedback activities and training, increases their perceived usefulness, preparedness and general attitude regarding peer-feedback. The results of this pilot will be used as a basis for future large-scale experiments to compare different designs.}, language = {en} }