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Title: Student's peer-feedback perceptions in MOOCs
Authors: Kasch, Julia
Van Rosmalen, Peter
Löhr, Ansje
Ragas, Ad
Kalz, Marco
Keywords: SOONER
student perceptions
Issue Date: 5-Oct-2017
Citation: Kasch, J., Van Rosmalen, P., Löhr, A., Ragas, A., & Kalz, M. (2017, 5-6 October). Student's peer-feedback perceptions in MOOCs. Presentation at TEA conference, Barcelona, Spain.
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.
Description: In this presentation 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.
Appears in Collections:2. TELI Presentations at conferences and events

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