Abstract
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
}
Student's peer-feedback perceptions in MOOCs. / Kasch, Julia; Van Rosmalen, Peter; Löhr, Ansje; Ragas, Ad; Kalz, Marco.
2017. International Technology Enhanced Assessment Conference, Barcelona, Spain.Research output: Contribution to conference › Other › Academic
TY - CONF
T1 - Student's peer-feedback perceptions in MOOCs
AU - Kasch, Julia
AU - Van Rosmalen, Peter
AU - Löhr, Ansje
AU - Ragas, Ad
AU - Kalz, Marco
PY - 2017/10/5
Y1 - 2017/10/5
N2 - 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.
AB - 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.
KW - SOONER
KW - MOOCs
KW - peer-feedback
KW - scalability
KW - student perceptions
KW - design
M3 - Other
ER -