Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses

  • 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.

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Metadaten
Author:Julia Kasch, Peter Van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz
Publishing Institution:Pädagogische Hochschule Heidelberg
Dewey Decimal Classification:000 Allgemeines, Informatik, Informationswissenschaft
300 Sozialwissenschaften
Tag: Educational scalability; MOOCs; Peer-feedback; Scalable design
GND Keyword:Beurteilung
Document Type:Part of a Book
Language:English
Parent Title (English):Technology Enhanced Assessment. TEA 2017.
Publisher:Springer Nature Switzerland AG
Place of publication:Cham, Switzerland
Year of Completion:2018
Release Date:2018/09/21
First Page:54
Last Page:68
Institutes:Fakultät für Kultur- und Geisteswissenschaften (Fak. II)
Licence (German):License LogoCreative Commons - Namensnennung

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