Students' perceptions of the peer-feedback experience in MOOCs

J. Kasch*, P. van Rosmalen, A. Lohr, R. Klemke, A. Antonaci, M. Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Web of Science)

Abstract

Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students' peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students' perceptions of peer-feedback and training focusing on their willingness, perceived usefulness, perceived preparedness, and general attitude; and students' peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in students' perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on perception could be measured with the available data.
Original languageEnglish
Pages (from-to)145-163
Number of pages19
JournalDistance Education
Volume42
Issue number1
DOIs
Publication statusPublished - 2 Jan 2021

Keywords

  • massive open online courses (moocs)
  • peer-feedback experience
  • peer-feedback perceptions
  • peer-feedback training
  • massive open online courses (MOOCs)

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