TY - CHAP U1 - Buchbeitrag A1 - Kasch, Julia A1 - Van Rosmalen, Peter A1 - Löhr, Ansje A1 - Ragas, Ad A1 - Kalz, Marco T1 - Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses T2 - Technology Enhanced Assessment. TEA 2017. N2 - 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. KW - Beurteilung KW - MOOCs KW - Educational scalability KW - Peer-feedback KW - Scalable design Y1 - 2018 U6 - https://nbn-resolving.org/urn:nbn:de:bsz:he76-opus4-3170 UN - https://nbn-resolving.org/urn:nbn:de:bsz:he76-opus4-3170 SN - 978-3-319-97806-2 SB - 978-3-319-97806-2 SP - 54 EP - 68 PB - Springer Nature Switzerland AG CY - Cham, Switzerland ER -