@incollection{KaschVanRosmalenLoehretal.2018,
  author    = {Kasch, Julia and Van Rosmalen, Peter and L{\"o}hr, Ansje and Ragas, Ad and Kalz, Marco},
  title     = {Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses},
  series = {Technology Enhanced Assessment. TEA 2017.},
  booktitle = {Technology Enhanced Assessment. TEA 2017.},
  publisher = {Springer Nature Switzerland AG},
  address   = {Cham, Switzerland},
  isbn      = {978-3-319-97806-2},
  url       = {http://nbn-resolving.de/urn:nbn:de:bsz:he76-opus4-3170},
  publisher      = {P{\"a}dagogische Hochschule Heidelberg},
  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.},
  subject      = {Beurteilung},
  language  = {en}
}