Student perception of scalable peer-feedback design in massive open online courses

Julia Kasch; Peter van Rosmalen; Ansje Löhr; Ad Ragas; Marco Kalz

doi:10.1007/978-3-319-97807-9_5

Student perception of scalable peer-feedback design in massive open online courses

Julia Kasch, Peter van Rosmalen^*, Ansje Löhr, Ad Ragas, Marco Kalz

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

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 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 results of this pilot will be used as a basis for future large-scale experiments to compare different designs.

Original language	English
Title of host publication	Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers
Editors	Eric Ras, Ana Elena Guerrero Roldán
Place of Publication	18650929
Publisher	Springer
Pages	54-68
Number of pages	15
Volume	829
ISBN (Print)	9783319978062
DOIs	https://doi.org/10.1007/978-3-319-97807-9_5
Publication status	Published - 1 Jan 2018
Event	20th International Conference on Technology Enhanced Assessment - Barcelona, Spain Duration: 5 Oct 2017 → 6 Oct 2017 Conference number: 20

Publication series

Series	Communications in Computer and Information Science
Volume	829
ISSN	1865-0929

Conference

Conference	20th International Conference on Technology Enhanced Assessment
Abbreviated title	TEA 2017
Country/Territory	Spain
City	Barcelona
Period	5/10/17 → 6/10/17

Keywords

Educational scalability
MOOCs
Peer-feedback
Scalable design

Access to Document

10.1007/978-3-319-97807-9_5Licence: CC BY

Cite this

Kasch, J., van Rosmalen, P., Löhr, A., Ragas, A., & Kalz, M. (2018). Student perception of scalable peer-feedback design in massive open online courses. In E. Ras, & A. E. Guerrero Roldán (Eds.), Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers (Vol. 829, pp. 54-68). Springer. https://doi.org/10.1007/978-3-319-97807-9_5

Kasch, Julia ; van Rosmalen, Peter ; Löhr, Ansje et al. / Student perception of scalable peer-feedback design in massive open online courses. Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers. editor / Eric Ras ; Ana Elena Guerrero Roldán. Vol. 829 18650929 : Springer, 2018. pp. 54-68 (Communications in Computer and Information Science, Vol. 829).

@inproceedings{08de45872302413ca440e3fea8ab99e6,

title = "Student perception of scalable peer-feedback design in massive open online courses",

abstract = "There is scarcity of research on scalable peer-feedback design and student{\textquoteright}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 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 results of this pilot will be used as a basis for future large-scale experiments to compare different designs.",

keywords = "Educational scalability, MOOCs, Peer-feedback, Scalable design",

author = "Julia Kasch and {van Rosmalen}, Peter and Ansje L{\"o}hr and Ad Ragas and Marco Kalz",

note = "Funding Information: Acknowledgements. This work is financed via a grant by the Dutch National Initiative for Education Research (NRO)/The Netherlands Organisation for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under the grant nr. 405-15-705 (SOONER/ http://sooner.nu). Publisher Copyright: {\textcopyright} 2018, The Author(s).; 20th International Conference on Technology Enhanced Assessment, TEA 2017 ; Conference date: 05-10-2017 Through 06-10-2017",

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Kasch, J, van Rosmalen, P, Löhr, A, Ragas, A & Kalz, M 2018, Student perception of scalable peer-feedback design in massive open online courses. in E Ras & AE Guerrero Roldán (eds), Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers. vol. 829, Springer, 18650929, Communications in Computer and Information Science, vol. 829, pp. 54-68, 20th International Conference on Technology Enhanced Assessment, Barcelona, Spain, 5/10/17. https://doi.org/10.1007/978-3-319-97807-9_5

Student perception of scalable peer-feedback design in massive open online courses. / Kasch, Julia; van Rosmalen, Peter; Löhr, Ansje et al.
Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers. ed. / Eric Ras; Ana Elena Guerrero Roldán. Vol. 829 18650929: Springer, 2018. p. 54-68 (Communications in Computer and Information Science, Vol. 829).

Research output: Chapter in Book/Report/Conference proceeding › Conference article in proceeding › Academic › peer-review

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AU - van Rosmalen, Peter

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AU - Kalz, Marco

N1 - Conference code: 20

PY - 2018/1/1

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N2 - 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 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 results of this pilot will be used as a basis for future large-scale experiments to compare different designs.

AB - 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 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 results of this pilot will be used as a basis for future large-scale experiments to compare different designs.

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BT - Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers

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Kasch J, van Rosmalen P, Löhr A, Ragas A, Kalz M. Student perception of scalable peer-feedback design in massive open online courses. In Ras E, Guerrero Roldán AE, editors, Technology Enhanced Assessment - 20th International Conference, TEA 2017, Revised Selected Papers. Vol. 829. 18650929: Springer. 2018. p. 54-68. (Communications in Computer and Information Science, Vol. 829). doi: 10.1007/978-3-319-97807-9_5