The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Improving learning in MOOCs through peer feedback: How is learning improved by providing and receiving feedback?
Jiao, Jianli · Yang, Yuqin · Zhong, Hongrui · Ren, Gaimei

PublishedJuly 2016
Book titleLearning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium
Chapter 6, Pages 69-87
PublisherSpringer International Publishing
EditorsLai, Feng-Qi and Lehman, James D.
CountryChina, Asia

ABSTRACT
As the "campus tsunami'' that is purportedly poised to change the face of higher education. Peer assessment has been adopted as a strategy to stimulate students' active engagement in learning in MOOCs. While it is considered an effective pedagogical strategy to empower students and support learning by some, it is regarded as one of the main criticisms by others. It has been the focus of the dispute among developers of MOOCs in the field in the past few years. Based on a case of the MOOC entitled, The Red Chamber Dream, on Coursera, this study aims to explore the relationship between the perception of usefulness of peer assessment. Peer assessment and the quality of learner assignments, and whether community knowledge is advanced in MOOCs facilitated by peer assessment. All notes related to learning in the discussion board were retrieved for further analysis. Notes indicating students' perceptions about peer assessment were downloaded for analysis. Finally, students' essays available on the course site were also saved in individual files for further analysis. Research found that there is no correlation between the quality of students' essay writing and note writing and the reported usefulness of providing feedback/grading to their peers. Results also suggest that no correlation exists between the quality of students' essay writing and note writing and the reported usefulness of receiving peer feedback. Meanwhile, results suggest that students were engaged in discussions and advanced their understanding. They produced a large number of explanations and knowledge building discourse, all of which involved knowledge advancement in each week. This improvement in knowledge may result in part from their expertise and in part from peer review of peers' work. However, we cannot identity improvement of students' work between different weeks Massive Open Online Courses (MOOCs), as one type of disruptive technology, has been described.

Keywords massive open online course · MOOC · peer assessment

Published atCham
ISBN978-3-319-38956-1
RefereedYes
Rights© Springer International Publishing Switzerland 2017
DOI10.1007/978-3-319-38956-1_6
URLhttps://doi.org/10.1007/978-3-319-38956-1_6
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 46 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOCs in China: A review of literature, 2012–2016
Li, Xiaoqin; Chen, Yanyue; Gong, Xiaojing; Ma, Will W.K.; et al.
MOOC has recently been a topic of research. Scholars from home and abroad dedicated their effort to examine the newly emerged matter from various perspectives. The purpose of this paper is to explore the present ...
Match: MOOC; China; Asia

Emergence and development of MOOCs
Zheng, Qinhua; Chen, Li; Burgos, Daniel
The e-learning has until quite recently been marked by considerable attention paid to MOOCs. One of the disruptive innovations introduced by MOOCs is the open access to the process of teaching and learning. The impact ...
Match: MOOC; China; Asia

Distance Higher Education and MOOCs in China
Li, Xiaobin
China has the largest higher education system in the world. The aim of this study is to provide an overview of the literature on distance higher education, including MOOCs, development in China, its accompanying ...
Match: MOOC; China; Asia

Architecture of a MOOC: Assessment
Prabhakar, T V
Week 2: Architecture of a MOOC, module 4 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, ...
Match: massive open online course; MOOC; Asia

MOOCs readiness
T Subramaniam, Thirumeni; Suhaimi, Nur Amalina Diyana; Latif, Latifah Abdol; Abu Kassim, Zorah; Fadzil, Mansor
This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items ...
Match: massive open online course; MOOC; Asia

A descriptive statistical analysis of the profiles of massive open online course users and non-users in India
Trehan, Sangeeta; Joshi, Rakesh Mohan
The current paper presents our research regarding differences between massive open online course (MOOC) users and non-users. Extant literature, mostly in the Western and also Chinese contexts, has evidence regarding the ...
Match: massive open online course; MOOC; Asia

Learners' Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (MOOC)
Ouyang, Fan; Li, Xu; Sun, Dan; Jiao, Pengcheng; Yao, Jiajia
The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the ...
Match: MOOC; China; Asia

Design guidelines for mobile MOOC learning–-An empirical study
Jia, Jiyou; Zhang, Bilan; Simon K. S. Cheung; Kwok, Lam-for; et al.
With the popularity and convenience of smart phones and Internet, more and more users participate in MOOC (Massive Open Online Courses) via mobile phones or tablet computers. Thus how to design MOOC for mobile learning ...
Match: MOOC; China; Asia

Research and practice of the mixed teaching mode for engineering graphics based on MOOC
Zhang, Jingying; Yang, Wei; Tong, Xianying; Zhang, Hui; Cocchiarella, Luigi
As a new educational mode, it is driving changes in teaching content, methods, models and teaching management by MOOC. It brings opportunities and challenges to the reform of education and teaching in Colleges and ...
Match: MOOC; China; Asia

Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course
Li, Yan; Zhang, Muhua; Bonk, Curtis J.; Zhang, Wenjun; et al.
The purpose of this study was to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course named "Internet and Distance Education.'' The course ...
Match: MOOC; China; Asia