Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753259
Title: The nature of peer-feedback in a MOOC : a case study
Author: Lopez Benavides, Denisse
ISNI:       0000 0004 7426 3591
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2018
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Abstract:
The present research study aimed to describe the nature of peer-feedback in a Massive Open Online Course (MOOC) offered by a German University. The MOOC was team-based, it offered the support of different actors, and allowed learners to participate in two different roles: students or supporters. Considering participants’ diversity and voluntary participation in the MOOC, three aspects of feedback were explored: 1) the quantity and quality of feedback provided throughout the course; 2) the feedback provided by students and supporters; and 3) the feedback provided by females and males in their roles as students and supporters. For this purpose, the method of content analysis and a regression model with a Poisson distribution were employed. Findings from the research study indicate a positive trend in the quantity of peer-feedback provided throughout the course, a constant use of those types of feedback expected to support the formative function of assessment, and an alternate use in other types of feedback identified as quality feedback. A statistically significant difference could be established between both roles. Supporters used a set of types of feedback more often than students. Finally, although no statistically significant differences could be established between both genders, differences could be established in relation to the types of feedback used in the role they had performed. The study concludes that the purpose and value of assessment were not threatened by the peer-feedback offered by its participants, despite their diversity and voluntary participation. Additionally, it recommends to present assessment criteria principally as a suggestion. Lastly, it encourages researchers on the field to inquire into a) mechanisms that motivate learners to engage in the voluntary activity of peer-assessment, thereby contributing to a sustainable participation throughout a complete course; and b) understanding participants’ commonalities, needs and expectations by analysing the feedback they provide.
Supervisor: Lee, Kyungmee ; Passey, Don Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.753259  DOI:
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