English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Peer feedback has become a common practice in MOOCs for its capacity to scale formative assessment and feedback on higher order abilities. Though many practices for improving peer assessment have been examined, there is a lack of knowledge of how instructional design and platform features affect the quality of peer assessment and the relative frequency of peer feedback comments features. This study aims to improve understanding of the relationship of quality of feedback to peer-feedback’ pedagogical design. We collect and compare peer feedback instructional design and peer feedback comments’ data from two MOOCS: MexicoX’s Energy saving and Coursera’s Disaster Preparedness. Differences between the two courses were observed in the focus of comments, suggesting that peer feedback design guides the focus of peer feedback comments. Furthermore, the results support the idea that instructional design features, mainly the rubrics’ structure and focus, determine the type of comments that participants will produce and hence receive. Palabras clave: retroalimentación entre pares, evaluación entre pares, MOOC, diseño instruccional.

Quality of Peer Feedback in relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs