Publikation Nr. 828 - Details
SammelbandOpen Access · CCPeer ReviewEnglish
Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses
Kasch, J., Rosmalen, P. v., Löhr, A., Ragas, A. & Kalz, M. (2018). Student Perception of Scalable Peer-Feedback Design in Massive Open Online Courses. In: Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science (S. 54-68) (Band 829). Cham, Switzerland: Springer, Cham.
- Linklink.springer.com/chapter/...
- DOI10.1007/978-3-319-97807-9_5
- ISBN978-3-319-97807-9
- StichworteMOOCs Educational scalability Peer-feedback Scalable design
Abstract
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 before
