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Publikation Nr. 828 - Details 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. 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:
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