期刊：
British Journal of Educational Technology,2021年52(6):2263-2277 ISSN：0007-1013
通讯作者：
ChengLing Zhao
作者机构：
[Li, Hongxia; Zhao, ChengLing; Long, Taotao; Huang, Yan; Shu, Fengfang] School of Educational Information Technology, Central China Normal University, Wuhan, China
通讯机构：
[ChengLing Zhao] S;School of Educational Information Technology, Central China Normal University, Wuhan, China
摘要：
<jats:title>Abstract</jats:title><jats:sec><jats:label /><jats:p>As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small‐scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter‐reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC[1]. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e‐portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided.</jats:p></jats:sec><jats:sec><jats:label /><jats:p>
<jats:boxed-text content-type="box" position="anchor"><jats:caption><jats:title>Practitioner notes</jats:title></jats:caption><jats:p>What is already known about this topic</jats:p><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>Both the formative and summative peer assessment mode, providing reliable feedback is needed, which is of great value for improving the quality of online learning.</jats:p></jats:list-item>
<jats:list-item><jats:p>The reliability and influence factors of peer assessment has been highlighted by a wealth of studies in traditional classrooms and small‐scale online learning contexts.</jats:p></jats:list-item>
<jats:list-item><jats:p>There are still limited explorations in MOOCs.</jats:p></jats:list-item>
</jats:list>
</jats:p><jats:p>What the paper adds</jats:p><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>The students tended to give extreme scores in peer assessment in MOOC, and the peer assessment in MOOC may was not particularly reliable.</jats:p></jats:list-item>
<jats:list-item><jats:p>The Assignment type being rated affected the reliability, and peer assessment using e‐portfolios format was found more reliable than those using papers and proposals.</jats:p></jats:list-item>
<jats:list-item><jats:p>The reliability of peer assessment in MOOC was negative related to the number of reviewers per assignment and the reviews completed per reviewer.</jats:p></jats:list-item>
</jats:list>
</jats:p><jats:p>Implications for practice and/or policy</jats:p><jats:p>
<jats:list list-type="bullet">
<jats:list-item><jats:p>Avoid using peer assessment as a summative assessment method, and should be assigned relatively low weights to final grades.</jats:p></jats:list-item>
<jats:list-item><jats:p>Using papers and proposals as learning assignments can appropriately reduce the proportion of peer assessment in the final grade.</jats:p></jats:list-item>
<jats:list-item><jats:p>Training on how to identify medium quality work should be provided.</jats:p></jats:list-item>
<jats:list-item><jats:p>Instructional strategies should be designed to encourage learners to actively participate in peer assessments and thoroughly assess.</jats:p></jats:list-item>
</jats:list>
</jats:p></jats:boxed-text>
</jats:p></jats:sec>
作者：
Li Hongxia;Zhao Chengling;Jiang Zhihui;Zhao Gang;Zhu Wenjuan
期刊：
ACM International Conference Proceeding Series,2020年:208-212
作者机构：
[Jiang Zhihui] School of School of information science and engineering, Changsha Normal University, Changsha, China;[Li Hongxia; Zhao Chengling; Zhao Gang; Zhu Wenjuan] School of educational information technology, Central China Normal University, Wuhan, China
会议论文集名称：
IC4E '20: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning
摘要：
This paper reports on a pilot investigation on an Online Flipped Classroom Learning Model (OFCLM). It was designed for a class of open and distance education for adult students taking a modern educational technology course at a learning center. Unlike FCLM, The OFCLM made use of network live broadcast and multi-screens synchronous interaction technology instead of the face-to-face classroom to realize an online flipping classroom. The study focused on the perceptions and experiences the students in regard to the design and implementation of the OFCLM. The main findings indicated that the students liked the flexibility and convenience of the online flipped classroom learning model. The study found that paying attention to the online students' discussion, a teaching assistant, group cooperation, the participation of online adult students, the redesign of instructional activities like online in-class flipped teaching mode, and the quality of audio were critical to the effectiveness of the OFCLM. It is found that adult learners' higher-order know ledge construction was improved through online discussion and group activity.
