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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.
Author: | Julia Kasch, Peter Van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz |
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Publishing Institution: | Pädagogische Hochschule Heidelberg |
DDC classes: | 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. |
URN: | urn:nbn:de:bsz:he76-opus4-3170 |
ISBN: | 978-3-319-97806-2 |
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) |
hasSourceSWB: | withoutPPN |
Licence (German): | Creative Commons - Namensnennung |