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Journal Issue
Volume 18 Issue 2 / Feb 2020  pp114‑206

Editor: Heinrich Söbke, Marija Cubric

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Towards a New Definition of Blended Learning  pp114‑121

Johannes Cronje

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Peer Feedback in Learner‑Learner Interaction Practices. Mixed Methods Study on an xMOOC  pp122‑135

Josemaria Elizondo-Garcia, Katherina Gallardo

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Although xMOOCs have shown benefits due to their accessibility to expert knowledge, the quality of their pedagogical proposal remains contested. It has not yet been proven that online education’s learner‑learner interaction practices in xMOOCs generate an improvement in the quality of learning and academic achievement. Peer feedback is a practice that can enhance learning in an environment with diverse student profiles and limited instructor participation. The present mixed methods study was devoted to identifying the perceptions of xMOOC participants regarding learner‑learner interaction and feedback practices. In the Energy Saving course on MexicoX platform, 1,176 participants answered an initial survey, 486 participants answered a final survey and 14 participants were interviewed after completing the course. Results show that most of the participants are willing to interact with their peers and participate in peer feedback activities. Although, in practice its value for summative assessment is an important factor that may predict involvement. It is found that diversity of expertise level is not an obstacle for participants to interact. Rather, participants consider that they may benefit from diversity by assessing their peer assignments and learning different alternatives and strategies in which a problem can be solved. Further, it is identified that peer assessment activities are more adequate for providing feedback than discussion forums, since the first promotes an environment in which participants can observe the performance of their peers showed in a more complex assignment. The findings of this study allow us to analyse inherent and external factors that configure learner‑learner interaction and that affect peer feedback in xMOOCs. It is concluded that more research is needed in order to understand the effect of some factors that may affect peer interaction and peer feedback in xMOOCs and to propose better strategies to improve peer feedback effectiveness. 


Keywords: feedback, peer feedback, peer review, discussion boards, learner-learner interaction, formative assessment, MOOC


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Editorial for EJEL Volume 18 Issue 2  pp205‑206

Heinrich Söbke, Maria Cubric.

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