H2020Индивидуална стипендия2018–2020

WeLearnAtScale · Understanding and Supporting Peer Feedback at Massive Learning Scale

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2018-09-03 → 2020-10-28
Финансиране от ЕС: 158 122 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Взаимната обратна връзка между студенти в големи онлайн курсове се анализира, за да се подобри начинът, по който те си помагат в ученето. Това е важно, защото често коментарите идват твърде късно или не са достатъчно интерактивни, за да бъдат полезни.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Understanding and Supporting Peer Feedback at Massive Learning Scale

Higher education is the highest scholarly degree for professional growth and development of individuals and aims to advance knowledge, people, and society. Economic growth of countries is highly associated with the quality of the education delivered in the higher education institutions. Therefore, in today’s knowledge-driven global economy, the competitiveness of Europe can be sustained through the delivery of high-quality education in universities. In this regard, this project is centred on an essential element of student learning in higher education, which is feedback. This project will advance the feedback practices in higher education to impact students’ learning processes in a positive way and support their knowledge and skill development. This project will lead to an increased human capital in Europe in terms of knowledge, skills, and creative abilities, resulting in a significant contribution to society and economy. Timely, constructive feedback is essential to student learning and achievement in higher education. However, university students’ experiences with feedback are often negative for several reasons. First, feedback arrives quite late in the learning process, leaving almost no time for students to reflect on their work and improve it. Second, feedback practices lack interactivity as students are often left alone to make sense of the feedback by themselves with no opportunities to interact with the feedback provider (e.g., instructors or peers). These problems are barriers for students to move the feedback forward and inform their future actions so that they can learn and perform better. The WeLearn@Scale project was prompted by this critical need for enhancing the current feedback practices in higher education, with a particular focus on large online/blended courses, including massive open online courses (MOOCs). This project investigates peer feedback as a scalable solution to creating effective feedback practices and aims to innovate the higher education with a dialogue-oriented collaborative approach to peer feedback.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Massive Open Online Courses (MOOCs) offer high quality education from the worlds' top universities in a wide range of areas. MOOCs can be freely accessed by millions around the world via a valid Internet connection; however not every individual accessing MOOCs equally benefits from them. The dropout of learners with limited or no background is inevitable as instructors cannot monitor every student and provide timely formative feedback and guidance tailored to their unique needs. As a result, MOOC learners cannot receive feedback on their progress/work to improve and complete the course. Thus, feedback, which is imperative to learning, is troublesome in MOOCs. This project aims to advance the understanding of feedback phenomenon at massive learning scale and improve the current MOOC practice in this regard. This project comprises three research objectives. First one is to develop guidelines for enabling effective feedback exchange among MOOC learners and use these guidelines to design an intelligent peer feedback system called WL@S. Second objective is to advance current knowledge on MOOC learners’ engagement in feedback exchange by exploring their activities in and experiences of using WL@S, examining the impact of the guidelines (embodied in WL@S), and identifying the influential factors. Third objective is to support the MOOC students’ learning and performance through timely provision of feedback and to identify the role of students’ background and learning characteristics. To achieve the research objectives, framed as educational design research, this research involves two iterations of intervention in real MOOC contexts, involving close collaboration with instructors at the host (using focus group). The proposed research and training activities will enhance the career prospects of the researcher and offer significant value to the host. This project is in line with the EU strategy for supporting education and training in Europe and beyond.

Оригинален текст от CORDIS (на английски).

Участници

UNIVERSIDAD DE VALLADOLID · VALLADOLIDКоординаторИспания