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.

Integration of MOOCs in the Context of Library and Information Science Service in This Digital Age

2018 ◽  
pp. 252-266
Author(s):  
Payel Biswas
Keyword(s):  
Information Science ◽  
Online Courses ◽  
Learning Experience ◽  
Digital Age ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Digital Era ◽  
Science Service

In this digital era, massive open online courses (MOOCs) are receiving huge attention. MOOCs have moved beyond the academic circle. The high popularity and adaptation of MOOCs are only for being free and providing a totally new kind of learning experience. But there are the several challenges that the library and information science professionals will face as MOOCs take off. These include influencing faculties, copyright and licensing, delivery demographic and scale. This chapter shows how MOOCs integrate in the field of library and information science service in this digital age.

scholarly journals Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument

2021 ◽  
Vol 11 (12) ◽  
pp. 811
Author(s):  
Merilin Säde ◽  
Reelika Suviste ◽  
Piret Luik
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Skills ◽  
Final Model ◽  
Confirmatory Factor ◽  
Post Impact ◽  
Development And Validation ◽  
The Impact

Massive open online courses (MOOCs) can potentially affect the lives of millions of people, but there is little research on how a programming MOOC could affect participants’ lives after participation. In Estonia, we have organised several programming MOOCs over the years, attended by over 14,000 people. This inspired us to develop and validate a scale for measuring the impact of programming MOOC on participants’ lives. We analysed data from 1261 MOOC participants who had completed at least one of our programming MOOCs. Confirmatory factor analysis (CFA) was used to validate the developed scale. The final model fitted quite well to the data. We found that the factors that influence learners’ lives after a MOOC include acquired learning skills, interest in continuing computer science related studies, learning experience gained from the MOOC, the MOOC’s impact on work and personal life, and new contacts that are established with other participants and organisers. We also compared the means of the factors. The highest-rated factor was related to the learning experience from the MOOC and the lowest-rated was related to finding new contacts through the MOOC.

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.

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

Design and Evaluate Immersive Learning Experience for Massive Open Online Courses (MOOCs)

2019 ◽  
Vol 12 (4) ◽  
pp. 503-515 ◽  
Author(s):  
Horace Ho Shing Ip ◽  
Chen Li ◽  
Selena Leoni ◽  
Yangbin Chen ◽  
Ka-Fai Ma ◽  
...  
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Immersive Learning

scholarly journals Trends in MOOCs Research: Analysis of Educational Technology Journals

2020 ◽  
Vol 15 (17) ◽  
pp. 47
Author(s):  
Babori Abdelghani
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Empirical Studies ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Massive Open Online ◽  
Treatment Processes ◽  
Research Questions ◽  
Analytical Frameworks ◽  
Research Analysis

Massive open online courses (MOOCs) have received a great deal of interest from educational institutions and private enterprises. Hence, several empirical studies and reviews have been produced. They will be at the heart of the synthesis presented in this article, which reviews the research objects, the analytical frameworks mobilized and the methodologies adopted in the research produced specifically between January 2012 and January 2018. The trends were identified by a review of 36 selected peer reviewed journals. 100 studies were retained after quality assessment. The results show that research questions focused primarily on learning processes followed by design of MOOCs, learning experience and predictors of retention. A variety of frameworks have been adopted in empirical studies. Questionnaires were used as primary collection method and descriptive statistics were the preferred treatment processes.

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