Learning Transfer, Peer Feedback, and Massive Open Online Courses
Peer-to-peer interaction is a key component of learning across nearly all educational contexts, from face-to-face and hybrid courses to flipped, online, and distance education. [1] Peer feedback on writing is a form of peer interaction that has been shown across learning contexts to have considerabl...
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| Format: | Article |
| Language: | English |
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International Institute of Informatics and Cybernetics
2017-02-01
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| Series: | Journal of Systemics, Cybernetics and Informatics |
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| Online Access: | http://www.iiisci.org/Journal/CV$/sci/pdfs/SA611XH16.pdf
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| _version_ | 1819119574625288192 |
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| author | Denise Comer |
| author_facet | Denise Comer |
| author_sort | Denise Comer |
| collection | DOAJ |
| description | Peer-to-peer interaction is a key component of learning across nearly all educational contexts, from face-to-face and hybrid courses to flipped, online, and distance education. [1] Peer feedback on writing is a form of peer interaction that has been shown across learning contexts to have considerable positive impacts. [2] The potential for peer feedback acquires heightened potential and complexity in Massive Open Online Courses (MOOCs) due to their scale and learner diversity. [3] One ongoing and oft-cited concern surrounding peer feedback involves negative attitudes about whether peers have the capacities needed to provide meaningful, reliable response to one another. [4] Such a problem is, arguably, magnified in a MOOC with the diversity of learners. This study proposes refocusing this problem by exploring instead the learning outcomes learners gain from providing peer feedback. This paper will present the background, methods, and emerging results of an IRB-approved qualitative coding study of over 6,000 discursive comments from students enrolled in a MOOC about what they learned from providing peer feedback. [1] Laurillard, D. (2012). Teaching as a design science. New York: Routledge. [2] Holt, M. (1992). The value of written peer criticism. College Composition and Communication, 43(3), 384- 392. [3] Comer, D. K., Clark, C. R., and Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. International Review of Research in Open and Distance Learning, 15(5). [4] Furman, B., and Robinson, W. (2003). Improving engineering report writing with Calibrated Peer Review™. In D. Budny (Ed.), Proceedings of the 33rd Annual Frontiers in Education Conference. Piscataway, NJ: IEEE Digital Library. |
| first_indexed | 2024-12-22T06:06:56Z |
| format | Article |
| id | doaj.art-cfc5d449d1fd4af7b011f7ac23b1b5a1 |
| institution | Directory Open Access Journal |
| issn | 1690-4524 |
| language | English |
| last_indexed | 2024-12-22T06:06:56Z |
| publishDate | 2017-02-01 |
| publisher | International Institute of Informatics and Cybernetics |
| record_format | Article |
| series | Journal of Systemics, Cybernetics and Informatics |
| spelling | doaj.art-cfc5d449d1fd4af7b011f7ac23b1b5a12022-12-21T18:36:23ZengInternational Institute of Informatics and CyberneticsJournal of Systemics, Cybernetics and Informatics1690-45242017-02-011514452Learning Transfer, Peer Feedback, and Massive Open Online CoursesDenise ComerPeer-to-peer interaction is a key component of learning across nearly all educational contexts, from face-to-face and hybrid courses to flipped, online, and distance education. [1] Peer feedback on writing is a form of peer interaction that has been shown across learning contexts to have considerable positive impacts. [2] The potential for peer feedback acquires heightened potential and complexity in Massive Open Online Courses (MOOCs) due to their scale and learner diversity. [3] One ongoing and oft-cited concern surrounding peer feedback involves negative attitudes about whether peers have the capacities needed to provide meaningful, reliable response to one another. [4] Such a problem is, arguably, magnified in a MOOC with the diversity of learners. This study proposes refocusing this problem by exploring instead the learning outcomes learners gain from providing peer feedback. This paper will present the background, methods, and emerging results of an IRB-approved qualitative coding study of over 6,000 discursive comments from students enrolled in a MOOC about what they learned from providing peer feedback. [1] Laurillard, D. (2012). Teaching as a design science. New York: Routledge. [2] Holt, M. (1992). The value of written peer criticism. College Composition and Communication, 43(3), 384- 392. [3] Comer, D. K., Clark, C. R., and Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. International Review of Research in Open and Distance Learning, 15(5). [4] Furman, B., and Robinson, W. (2003). Improving engineering report writing with Calibrated Peer Review™. In D. Budny (Ed.), Proceedings of the 33rd Annual Frontiers in Education Conference. Piscataway, NJ: IEEE Digital Library.http://www.iiisci.org/Journal/CV$/sci/pdfs/SA611XH16.pdf Peer FeedbackWritingMassive Open Online Courses |
| spellingShingle | Denise Comer Learning Transfer, Peer Feedback, and Massive Open Online Courses Journal of Systemics, Cybernetics and Informatics Peer Feedback Writing Massive Open Online Courses |
| title | Learning Transfer, Peer Feedback, and Massive Open Online Courses |
| title_full | Learning Transfer, Peer Feedback, and Massive Open Online Courses |
| title_fullStr | Learning Transfer, Peer Feedback, and Massive Open Online Courses |
| title_full_unstemmed | Learning Transfer, Peer Feedback, and Massive Open Online Courses |
| title_short | Learning Transfer, Peer Feedback, and Massive Open Online Courses |
| title_sort | learning transfer peer feedback and massive open online courses |
| topic | Peer Feedback Writing Massive Open Online Courses |
| url | http://www.iiisci.org/Journal/CV$/sci/pdfs/SA611XH16.pdf
|
| work_keys_str_mv | AT denisecomer learningtransferpeerfeedbackandmassiveopenonlinecourses |