Abstract
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.
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.
| Original language | English |
|---|---|
| Publication status | Published - 5 Oct 2017 |
| Event | International Technology Enhanced Assessment Conference - Barcelona, Spain Duration: 5 Oct 2017 → 6 Oct 2017 |
Conference
| Conference | International Technology Enhanced Assessment Conference |
|---|---|
| Country | Spain |
| City | Barcelona |
| Period | 5/10/17 → 6/10/17 |
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Keywords
- SOONER
- MOOCs
- peer-feedback
- scalability
- student perceptions
- design
Cite this
Kasch, J., Van Rosmalen, P., Löhr, A., Ragas, A., & Kalz, M. (2017). Student's peer-feedback perceptions in MOOCs. International Technology Enhanced Assessment Conference, Barcelona, Spain.