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 proceedingConference article in proceedingAcademicpeer-review

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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 languageEnglish
Title of host publicationTechnology Enhanced Assessment
Subtitle of host publication20th International Conference, TEA 2017, Barcelona, Spain, October 5–6, 2017, Revised Selected Papers
EditorsEric Ras, Ana Elena Guerrero Roldán
Place of PublicationCham
Number of pages15
ISBN (Electronic)9783319978079
ISBN (Print)9783319978062
Publication statusPublished - 2018
EventInternational Technology Enhanced Assessment Conference - Barcelona, Spain
Duration: 5 Oct 20176 Oct 2017


ConferenceInternational Technology Enhanced Assessment Conference


  • MOOCs
  • Educational Scalability
  • Peer feedback
  • Scalable design

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