Self- and Peer Assessment in Massive Open Online Courses

Admiraal, Wilfried; Huisman, Bart; Ven, Maarten van de

doi:10.5430/ijhe.v3n3p119

Cited by 32 publications

(16 citation statements)

References 5 publications

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“…Other forms of assessment within MOOCs are emerging with scale always being the key consideration (Admiraal et al 2015). These can include automated essay marking, peer assessments, with learners marking other learners work using a set criteria provided by the course instructors, and discussion tasks (Reilly et al 2014).…”

Section: Construct An Appropriate Assessment Profilementioning

confidence: 99%

Twelve tips for developing and delivering a massive open online course in medical education

et al. 2017

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Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this 12-tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

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Section: Construct An Appropriate Assessment Profilementioning

confidence: 99%

Twelve tips for developing and delivering a massive open online course in medical education

et al. 2017

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“…In fact, MOOC literature frequently distinguishes between cMOOCs and xMOOCs. cMOOCs are associated with connectivism, as learners are asked to contribute to the course's development by discussing topics and bringing in various forms of relevant content (Admiraal, Huisman, & Pilli, 2015;Kennedy, 2014;Saadatdoost et al, 2015;St Clair et al, 2015) and frequently use distributed online platforms (Kennedy, 2014). These courses have a social approach to education (Liyanagunawardena, Adams, & Williams, 2013) and require innovative ways of teaching (Saadatdoost et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

MOOC Success Factors: Proposal of an Analysis Framework

Azevedo

Marques

2017

JITE:IIP

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Aim/PurposeFrom an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the 'As alterações climáticas nos média escolares -Clima@EduMedia' course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings This work major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for PractitionersThe proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for ResearchersThis work's relevance is also based on its contribution to increasing empirical research on MOOCs. MOOC Success Factors 234 Impact on SocietyBy providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future ResearchFuture work should refine further the proposed framework, by testing it against data collected in other MOOCs.

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“…It has been suggested that the reliability of peer assessment in MOOCs may be improved by guidance and training (Ashton and Davies, 2015). Nevertheless, peer assessment has it's limitations and (Admiraal et al, 2015) suggests that in the context of MOOCs self-assessment and peer assessment should be used as assessment for learning and not assessment of learning.…”

Section: Discussionmentioning

confidence: 99%

Technology enhanced peer learning and peer assessment

Henriksen

Bregnhøj

Rosthøj

et al. 2016

LOM

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This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.

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Self- and Peer Assessment in Massive Open Online Courses

Cited by 32 publications

References 5 publications

Twelve tips for developing and delivering a massive open online course in medical education

Twelve tips for developing and delivering a massive open online course in medical education

MOOC Success Factors: Proposal of an Analysis Framework

Technology enhanced peer learning and peer assessment

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