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Technology enhanced peer learning and peer assessment

Authors :: Inez Harker-Schuch
Susanne Rosthøj
Søren Larsen
Ingelise Andersen
Henrik Bregnhøj
Michael May
Christian Bugge Henriksen
Alejandro Ceballos
Henrik Kaas
Source :: Henriksen, C B, Bregnhøj, H, Rosthøj, S, Ceballos Garcia, A R, Kaas, H, Harker-Schuch, I E P, Andersen, I, Larsen, S & May, M 2016, ' Technology enhanced peer learning and peer assessment ', Læring og Medier, vol. 9, no. 16 . < https://tidsskrift.dk/lom/article/download/24415/22404 >, University of Southern Denmark, Henriksen, C B, Bregnhøj, H, Rosthøj, S, Ceballos Garcia, A R, Kaas, H, Harker-Schuch, I E P, Andersen, I, Larsen, S & May, M 2016, ' Technology enhanced peer learning and peer assessment ', Læring og Medier (LOM), vol. 9, no. 16 . https://doi.org/10.7146/lom.v9i16.24415, Læring og Medier, Vol 9, Iss 16 (2016)
Publication Year :: 2016
Publisher :: Det Kgl. Bibliotek/Royal Danish Library, 2016.
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. 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.