Student's peer-feedback perceptions in MOOCs

  • Julia Kasch (Speaker)
  • Peter van Rosmalen (Speaker)
  • Löhr, A. (Speaker)
  • Ad Ragas (Speaker)
  • Kalz, M. (Speaker)

    Activity: Talk or presentation typesOral presentationAcademic


    In this presentation at TEA conference (Barcelona, Spain) we present preliminary findings of a pilot study that was conducted in the Marine Litter MOOC 2017 regarding the influence of peer-feedback training on student perceptions.

    Little is known about scalable peer-feedback design and student's peer-feedback perceptions in Massive Open Online Courses (MOOCs). To address this gap, this study explored the influence of scalable peer-feedback design based with the purpose of getting insight into student perceptions as well as providing preliminary design guidelines. The findings of this pilot study show 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 promising results of this pilot will be used as a basis for future large-scale experiments.

    This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry Education, Culture and Science under the grant nr. 405-15-705 (SOONER/
    Period5 Oct 2017
    Event titleTechnology Enhanced Assessment Conference 2017
    Event typeConference
    Conference number20
    LocationBarcelona, Spain
    Degree of RecognitionInternational


    • SOONER
    • MOOCs
    • peer-feedback
    • Scalability
    • student perceptions
    • design