Technology enhanced peer learning and peer assessment

  • Christian Bugge Henriksen Københavns Universitet http://orcid.org/0000-0003-2890-4522
  • Henrik Bregnhøj University of Copenhagen
  • Susanne Rosthøj University of Copenhagen
  • Alejandro Ceballos University of Copenhagen
  • Henrik Kaas University of Copenhagen
  • Inez Harker-Schuch University of Copenhagen
  • Ingelise Andersen University of Copenhagen
  • Søren Larsen University of Copenhagen
  • Michael May University of Copenhagen

Resumé

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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Publiceret
2016-11-04
Citation/Eksport
Henriksen, C., Bregnhøj, H., Rosthøj, S., Ceballos, A., Kaas, H., Harker-Schuch, I., Andersen, I., Larsen, S., & May, M. (2016). Technology enhanced peer learning and peer assessment. Tidsskriftet Læring Og Medier (LOM), 9(16). https://doi.org/10.7146/lom.v9i16.24415