Technology enhanced peer learning and peer assessment

Forfattere

  • 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

DOI:

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

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.

Downloads

Download-data er endnu ikke tilgængelig.

Referencer

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

Publiceret

04-11-2016

Citation/Eksport

Henriksen, C. B., 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

Nummer

Årg. 9 Nr. 16 (2016): Learning design i praksis – cases og erfaringer fra online- og blended learning

Sektion

Artikler inden for tema

Licens

Creative Commons licens

Artikler publiceret i Tidsskriftet for Læring og Medier er licenseret under en Creative Commons Navngivelse-IkkeKommerciel-IngenBearbejdelse 4.0 Unported Licens.

Forfattere bevarer deres ophavsret og giver tidsskriftet ret til første publicering, samtidigt med at værket er omfattet af Creative Commons Attribution-licensen: Navngivelse – Ikke-kommerciel  - Ingen Bearbejdede Værker (by-nc-nd). Læs om licensen på http://www.creativecommons.dk/om/.

---

På LOM.dk kan du endvidere finde artikler fra det nu nedlagte Tidsskrift for Universiteternes Efter- og Videreuddannelse (UNEV). Vær opmærksom på, at der gælder særlige regler for UNEV artikler:

Det er forfatterne og evt. andre ophavsret indehavere, der har ophavsretten til artikler udgivet i UNEV regi, og det er en betingelse for adgang til artiklerne, at brugere anerkender og overholder de juridiske retningslinjer forbundet hermed.

  • Brugere må downloade og printe én kopi af en hvilken som helst UNEV artikel mhp. private studier eller forskning.
  • Det er ikke tilladt at videredistribuere artikler eller anvende disse til indtægtsdækkede aktiviteter eller kommercielle formål.
  • Det er tilladt at distribuere URL’en til UNEV artikler.