..: Forschungsdatenbank :..

Publikation Nr. 828 - Details

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, Technology Enhanced Assessment. TEA 2017. Communications in Computer and Information Science (S.54-68) (Band 829). Cham, Switzerland: Springer, Cham.

Sammelband

URL: https://link.springer.com/chapter/10.1007/978-3-319-97807-9_5
ISBN: 978-3-319-97807-9
DOI: 10.1007/978-3-319-97807-9_5

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

Attribute

Sprache:
Art der Begutachtung:	Peer Review
Print:	Nein
Online:	Ja, mit Open Access und CC-Lizenz
Datenmedium:	Keine Angabe