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

    Conference

    ConferenceInternational Technology Enhanced Assessment Conference
    Country/TerritorySpain
    CityBarcelona
    Period5/10/176/10/17

    Keywords

    • SOONER
    • MOOCs
    • peer-feedback
    • scalability
    • student perceptions
    • design

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