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

J.A. Kasch; P.M. van Rosmalen; A.J. Löhr; A.M.J.  Ragas; M. Kalz

doi:10.1007/978-3-319-97807-9_5

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

J.A. Kasch, P.M. van Rosmalen, A.J. Löhr, A.M.J. Ragas, M. Kalz

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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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 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.

Original language	English
Title of host publication	Technology Enhanced Assessment
Subtitle of host publication	20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers
Editors	Eric Ras, Ana Elena Guerrero Roldán
Place of Publication	Cham
Publisher	Springer
Chapter	5
Pages	54-68
Number of pages	15
Volume	829
ISBN (Electronic)	9783319978079
ISBN (Print)	9783319978062
DOIs	https://doi.org/10.1007/978-3-319-97807-9_5
Publication status	Published - 2018
Event	International Technology Enhanced Assessment Conference - Barcelona, Spain Duration: 5 Oct 2017 → 6 Oct 2017

Conference

Conference	International Technology Enhanced Assessment Conference
Country/Territory	Spain
City	Barcelona
Period	5/10/17 → 6/10/17

Keywords

Educational Scalability
MOOCs
Peer feedback
SOONER
Scalable design

Access to Document

10.1007/978-3-319-97807-9_5Licence: CC BY

Kasch2018_Chapter_StudentPerceptionOfScalablePeeFinal published version, 324 KBLicence: CC BY

SOONER: The Structuration of Open Online Education in the Netherlands
Kalz, M. (PI), Kester, L. (CoI), van Rosmalen, P. (CoI), Janssen, J. (CoI), Van Leeuwen, A. (CoI), Kreijns, K. (CoI), Henderikx, M. (Junior researcher), Kasch, J. (Junior researcher), Jansen, R. (Junior researcher) & Schophuizen, M. (Junior researcher)
1/09/15 → 31/08/20
Project: Research

Cite this

Kasch, J. A., van Rosmalen, P. M., Löhr, A. J., Ragas, A. M. J., & Kalz, M. (2018). Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. In E. Ras, & A. E. Guerrero Roldán (Eds.), Technology Enhanced Assessment: 20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers (Vol. 829, pp. 54-68). Springer. https://doi.org/10.1007/978-3-319-97807-9_5

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title = "Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses",

abstract = "There is scarcity of research on scalable peer-feedback design and student{\textquoteright}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.",

keywords = "Educational Scalability, MOOCs, Peer feedback, SOONER, Scalable design",

author = "J.A. Kasch and {van Rosmalen}, P.M. and A.J. L{\"o}hr and A.M.J. Ragas and M. Kalz",

year = "2018",

doi = "10.1007/978-3-319-97807-9_5",

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isbn = "9783319978062",

volume = "829",

pages = "54--68",

editor = "Eric Ras and {Guerrero Rold{\'a}n}, {Ana Elena}",

booktitle = "Technology Enhanced Assessment",

publisher = "Springer",

note = "International Technology Enhanced Assessment Conference ; Conference date: 05-10-2017 Through 06-10-2017",

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Kasch, JA, van Rosmalen, PM, Löhr, AJ, Ragas, AMJ & Kalz, M 2018, Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. in E Ras & AE Guerrero Roldán (eds), Technology Enhanced Assessment: 20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers. vol. 829, Springer, Cham, pp. 54-68, International Technology Enhanced Assessment Conference, Barcelona, Spain, 5/10/17. https://doi.org/10.1007/978-3-319-97807-9_5

Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. / Kasch, J.A.; van Rosmalen, P.M.; Löhr, A.J. et al.
Technology Enhanced Assessment: 20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers. ed. / Eric Ras; Ana Elena Guerrero Roldán. Vol. 829 Cham: Springer, 2018. p. 54-68.

Research output: Chapter in Book/Report/Conference proceeding › Conference Article in proceeding › Academic › peer-review

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T1 - Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses

AU - Kasch, J.A.

AU - van Rosmalen, P.M.

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AU - Ragas, A.M.J.

AU - Kalz, M.

PY - 2018

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N2 - 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.

AB - 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.

KW - Educational Scalability

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KW - Peer feedback

KW - SOONER

KW - Scalable design

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DO - 10.1007/978-3-319-97807-9_5

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VL - 829

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BT - Technology Enhanced Assessment

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A2 - Guerrero Roldán, Ana Elena

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Kasch JA, van Rosmalen PM, Löhr AJ, Ragas AMJ, Kalz M. Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. In Ras E, Guerrero Roldán AE, editors, Technology Enhanced Assessment: 20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers. Vol. 829. Cham: Springer. 2018. p. 54-68 doi: 10.1007/978-3-319-97807-9_5

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

Abstract

Conference

Keywords

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Projects

SOONER: The Structuration of Open Online Education in the Netherlands

Cite this