Collaborative Calibrated Peer Assessment in Massive Open Online Courses

Autor/inn/en	Boudria, Asma; Lafifi, Yacine; Bordjiba, Yamina
Titel	Collaborative Calibrated Peer Assessment in Massive Open Online Courses
Quelle	In: International Journal of Distance Education Technologies, 16 (2018) 1, S.76-102, Artikel 5 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/IJDET.2018010105
Schlagwörter	Large Group Instruction; Online Courses; Peer Evaluation; Cooperation; Educational Technology; Technology Uses in Education; Integrated Learning Systems; Distance Education; Students; Models; Student Characteristics; Grouping (Instructional Purposes); Foreign Countries; College Students; Hypothesis Testing; Algeria + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Co-operation; Kooperation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Student; Schüler; Schülerin; Studentin; Analogiemodell; Grouping; Gruppenbildung; Ausland; Collegestudent; Hypothesenprüfung; Hypothesentest; Algerien
Abstract	The free nature and open access courses in the Massive Open Online Courses (MOOC) allow the facilities of disseminating information for a large number of participants. However, the "massive" propriety can generate many pedagogical problems, such as the assessment of learners, which is considered as the major difficulty facing in the MOOC. In fact, the immense number of learners who exceeded in some MOOC the hundreds of thousands make the instructors' evaluation of students' production quite impossible. In this work, the authors present a new approach for assessing the learners' production in MOOC. This approach combines the peer assessment with the collaborative learning and the calibrated method. It aims at increasing the degree of trust in peer-assessment. For evaluating the proposed approach, the authors implemented a MOOC dedicated for learning algorithms. In addition, an experiment was conducted during two months for knowing the effects of the proposed approach. The obtained results are presented in this paper. They are judged as very interesting and encouraging. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01