Improving essay peer grading accuracy in massive open online courses using personalized weights from student's engagement and performance

2018 ◽  
Vol 35 (1) ◽  
pp. 110-120 ◽  
Author(s):  
Carlos García-Martínez ◽  
Rebeca Cerezo ◽  
Manuel Bermúdez ◽  
Cristóbal Romero
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Peer Grading ◽  
And Performance

Economic Behavior of Information Acquisition: Impact on Peer Grading in Massive Open Online Courses

2021 ◽  
Author(s):  
Onesun Steve Yoo ◽  
Dongyuan Zhan
Keyword(s):  
Information Acquisition ◽  
Online Courses ◽  
Critical Issue ◽  
Economic Behavior ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Economic Agents ◽  
Grading Systems ◽  
Scale Shift ◽  
Peer Grading

A critical issue in operating massive open online courses (MOOCs) is the scalability of providing feedback. Because it is not feasible for instructors to grade a large number of students’ assignments, MOOCs use peer grading systems. Yoo and Zhan investigate the efficacy of that practice when student graders are considered rational economic agents. Using an economic model that characterizes the behavior of student graders, they analyse the accuracy of current peer grading scheme. Interestingly, they identify a systematic grading bias toward the mean, which discourages students from learning. To improve current practice, they propose a simple scale-shift grading scheme, which can simultaneously improve grading accuracy and adjust grading bias. They discuss how it can be readily implemented in practice with moderate involvement of the instructors and MOOCs.

scholarly journals Lessons Learned from Teaching Multiple Massive Open Online Courses in Veterinary Education

2018 ◽  
Vol 6 (2) ◽  
pp. 22-40 ◽  
Author(s):  
Jill Rowan Deans MacKay ◽  
Jessie Paterson ◽  
Victoria Sandilands ◽  
Natalie K Waran ◽  
Bryony Lancaster ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
User Satisfaction ◽  
Performance Metrics ◽  
Online Courses ◽  
Retention Rate ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
And Performance

Massive Open Online Courses (MOOCs) are a rapidly expanding avenue of diversification for higher education institutes. MOOC development is varied, individual course teams may have near complete creative control over the content, style, format and aims of their course, or be led by MOOC-specific teams within their institution. A single institute therefore may offer a wide variety of courses from short introductory level discussions to learning outcomes pitched at the postgraduate level. In this study, we examined the performance of four relatively long-running MOOCs offered by Royal (Dick) School of Veterinary Studies at the University of Edinburgh: EdiVet Do You Have What It Takes to Be A Veterinarian; Animal Behaviour and Welfare; Chicken Behaviour and Welfare; and Equine Nutrition. Comparisons were made between the format and style of courses, their learning outcomes, and performance metrics such as completion rate, user satisfaction and benefit to institute. Retention was a challenge for all session-based MOOCs, with Chickens being most successful at retaining 50% of its potential audience until the start of Week 3. The average retention rate across all lectures and sessions was 38.5% (±14.08). All courses showed a notable female learner bias far above the Coursera average of 39% (Range Chickens: 58.1% ±3.1, Equine: 79.3% ¬±1.69). The majority of learners were North American or European (Range, Animals: 64.0±0.6, Equine 84.0%±3.0%). Across all courses, over 25% of learners had already achieved a Master’s degree or higher. A qualitative analysis of 188 learner stories revealed an overwhelmingly positive experience, highlighting the quality of resources, a perceived friendly relationship with the course instructors and referencing perceived barriers to education in face to face models. In conclusion, high quality digital resources embedded in well-designed courses can be a powerful tool to widen access to science education, however the MOOC platform does not necessarily reach a wide global audience, and may still struggle to widen participation in higher education, and alternative platforms are worth considering.

scholarly journals Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects

2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Heng Luo ◽  
Anthony C. Robinson ◽  
Jae-Young Park
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Assessment Method ◽  
Massive Open Online Courses ◽  
Learning Assessment ◽  
Massive Open Online ◽  
Student Responses ◽  
Perceived Effects ◽  
Peer Grading

Peer grading affords a scalable and sustainable way of providing assessment and feedback to a massive student population, and has been used in massive open online courses (MOOCs) on the Coursera platform. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading as well as its perceived effects on students’ MOOC learning experience. The empirical findings proved that the aggregate ratings of student graders can provide peer grading scores that were fairly consistent and highly similar to the instructor grading scores. Student responses to a survey also show that the peer grading activity was well received as the majority of MOOC students believed it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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