DescriptionIn 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/http://sooner.nu)
|Period||5 Oct 2017|
|Event title||Technology Enhanced Assessment Conference 2017: null|
|Degree of Recognition||International|
- student perceptions
Documents & Links