Klein, Eduard; Noppeney, Claus (26 May 2024). Digital Peer Grading in Group Learning: Empirical Insights and Best Practices eLmL 2024 : The Sixteenth International Conference on Mobile, Hybrid, and On-line Learning, pp. 16-21. IARIA
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The impact of digital peer grading on group learning dynamics in project-based courses in higher education is studied using the web-based tool Peer Grading Tool (PGT). Following an action research approach, this study, which was conducted over two years across 20 courses, examines the use of PGT for both grade influencing and reflective peer assessment. Empirical data collection from students and lecturers led to interesting findings. The results reveal nuanced insights into the contextual suitability of PGT, highlighting factors, such as group size, familiarity among members, heterogeneity, voluntariness, and robust feedback culture. The research also highlights potential challenges and emphasizes the importance of a pre-existing feedback culture to mitigate negative impacts. The findings contribute to the derivation of actionable recommendations and best practices for the implementation of peer grading campaigns in higher education.
Item Type: |
Conference or Workshop Item (Paper) |
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Division/Institute: |
Business School > Institute for Public Sector Transformation Business School > Institute for Public Sector Transformation > Data and Infrastructure Business School |
Name: |
Klein, Eduard 0000-0002-6860-5845 and Noppeney, Claus |
Subjects: |
L Education > L Education (General) |
ISSN: |
2308-4367 |
ISBN: |
9781685581664 |
Publisher: |
IARIA |
Funders: |
[UNSPECIFIED] BeLEARN |
Projects: |
[UNSPECIFIED] DigiPeG (Digital Peer Grading) |
Language: |
English |
Submitter: |
Eduard Klein |
Date Deposited: |
03 Jun 2024 14:32 |
Last Modified: |
03 Jun 2024 14:33 |
Related URLs: |
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ARBOR DOI: |
10.24451/arbor.21933 |
URI: |
https://arbor.bfh.ch/id/eprint/21933 |
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