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


Ontology type: schema:Chapter      Open Access: True


Chapter Info

DATE

2018

AUTHORS

Julia Kasch , Peter van Rosmalen , Ansje Löhr , Ad Ragas , Marco Kalz

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 participate 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. More... »

PAGES

54-68

Book

TITLE

Technology Enhanced Assessment

ISBN

978-3-319-97806-2
978-3-319-97807-9

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/978-3-319-97807-9_5

DOI

http://dx.doi.org/10.1007/978-3-319-97807-9_5

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1106195406


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