Technology enhanced peer learning and peer assessment

Christian Bugge Henriksen; Henrik Bregnhøj; Susanne Rosthøj; Alejandro Rafael Ceballos Garcia; Henrik Kaas; Inez Estelle P Harker-Schuch; Ingelise Andersen; Søren Larsen; Michael May

doi:10.7146/lom.v9i16.24415

Technology enhanced peer learning and peer assessment

Christian Bugge Henriksen, Henrik Bregnhøj, Susanne Rosthøj, Alejandro Rafael Ceballos Garcia, Henrik Kaas, Inez Estelle P Harker-Schuch, Ingelise Andersen, Søren Larsen, Michael May

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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.

Original language	English
Journal	Læring og Medier (LOM)
Volume	9
Issue number	16
Number of pages	19
ISSN	1903-248X
DOIs	https://doi.org/10.7146/lom.v9i16.24415
Publication status	Published - 2016

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http://ojs.statsbiblioteket.dk/index.php/lom/article/view/24415Licence: CC BY-NC-ND

Cite this

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title = "Technology enhanced peer learning and peer assessment",

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.",

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AU - Henriksen, Christian Bugge

AU - Bregnhøj, Henrik

AU - Rosthøj, Susanne

AU - Ceballos Garcia, Alejandro Rafael

AU - Kaas, Henrik

AU - Harker-Schuch, Inez Estelle P

AU - Andersen, Ingelise

AU - Larsen, Søren

AU - May, Michael

PY - 2016

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N2 - 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.

AB - 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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DO - 10.7146/lom.v9i16.24415

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Technology enhanced peer learning and peer assessment

Abstract

UN SDGs

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