Students’ perceptions of the peer-feedback experience in MOOCs

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 under- lying 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 use- fulness, 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 stu- dents’ 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 percep- tion could be measured with the available data.

Publication
Distance Education

Kasch, J., van Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163. https://doi.org/10.1080/01587919.2020.1869522

Marco Kalz
Marco Kalz
Professor of Digital Education and Open Education

My research interests is on open education, pervasive technologies and formative assessment to support (lifelong) learning and knowledge construction.

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