Technology enhanced peer learning and peer assessment

Authors

  • Christian Bugge Henriksen University of Copenhagen 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

DOI:

https://doi.org/10.7146/lom.v9i16.24415

Abstract

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.

Downloads

Download data is not yet available.

References

Airasian, P. W., & Russell, M. K. (2001). Classroom assessment: Concepts and applications. Boston: McGraw-Hill.

Boud, D. (1991). Implementing student self assessment. Higher Education and Development Society of Australasia Incorporated.

Boud, D. (1995). Enhancing learning through self-assessment. Routledge.

Cheng, W., & Warren, M. (2000). Making a difference: Using peers to assess individual students' contributions to a group project. Teaching in Higher Education, 5(2), 243-255.

Dochy, F. J. R. C., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher education, 24(3), 331-350.

Fleiss, J. L., Bruce, L., & Myunghee C. P. (2003). Statistical methods for rates and proportions. John Wiley & Sons.

Falchikov, N. (1995). Peer feedback marking: developing peer assessment. Programmed Learning, 32(2), 175-187.

Hakkarainen, P., Saarelainen, T., & Ruokamo, H. (2007). Towards meaningful learning through digital video supported, case based teaching. Australasian Journal of Educational Technology, 23(1), 87.

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.

van Zundert, M., Sluijsmans, D., van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20, 270-279.

Downloads

Published

2016-11-04

How to Cite

Henriksen, C. B., Bregnhøj, H., Rosthøj, S., Ceballos, A., Kaas, H., Harker-Schuch, I., … 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

Issue

Vol. 9 No. 16 (2016): Learning design i praksis – cases og erfaringer fra online- og blended learning

Section

Articles

License



Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.

Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/

---

At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:

It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:

  • Users may download and print one copy of any UNEV publication for private studies or research.
  • The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
  • It is not allowed to distribute the URLs of UNEV articles.