Student's peer-feedback perceptions in MOOCs

Julia Kasch, Peter Van Rosmalen, Ansje Löhr, Ad Ragas, Marco Kalz

Research output: Contribution to conferenceOtherAcademic

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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.
Original languageEnglish
Publication statusPublished - 5 Oct 2017
EventInternational Technology Enhanced Assessment Conference - Barcelona, Spain
Duration: 5 Oct 20176 Oct 2017


ConferenceInternational Technology Enhanced Assessment Conference



  • 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.