How does peer assessment support students’ self-regulation? A case study in online education

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Bibliografiset tiedot
Julkaisussa:	International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 67
Päätekijä:	Fernández-Ferrer, Maite
Muut tekijät:	Lanzo, Nati Cabrera, Maina, Marcelo Fabián, Guàrdia, Lourdes
Julkaistu:	Springer Nature B.V.
Aiheet:	Computer assisted instruction > CAI Higher education Questionnaires College students Learning environment Learning processes Self evaluation Strategic planning Metacognition Colleges & universities Motivation Case studies Online instruction Peer review Learning Peer assessment Feedback Success Learning strategies Distance learning Educational objectives Satisfaction Lifelong learning Students Educational technology Data analysis Learning activities Self control Cognition & reasoning Strategies Academic achievement Education Peers Evaluation Internet Assessors Self regulation Regulation Design Cognitive Processes Likert Scales Student Motivation Incentives Competence Distance Education Electronic Learning Educational Facilities Improvement Instructional Improvement Learning Motivation Adult Learning Educational Assessment Formative Evaluation Learner Engagement Influence of Technology Beliefs Information Processing
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Kuvaus
Abstrakti:	The importance of self-regulation as an essential element for lifelong learning calls for the design of learning processes that promote it. In this context, peer assessment, characterised by promoting metacognitive reflection and guiding students in modifying their learning strategies during the process, is considered a key and effective element for its development. This research studies the effects of implementing peer feedback strategies on the development of the competence of learning to learn. The aim is to improve self-regulation in Spanish higher education students, specifically Master’s students in an online learning environment at an open university. The main objective of this contribution is to determine if the active involvement of students (111) in peer assessment (in the role of assessor or assessed) is confirmed as an effective self-regulation strategy. To do this, a self-regulation questionnaire was administered at the beginning and end of the experience, as well as a satisfaction questionnaire regarding the peer assessment experience. The results highlight that through the implemented peer feedback strategies, students specifically improved their capacity to deeply analyse tasks and clearly visualise objectives, which are elements related to the initial planning phase of self-regulation. The conclusions point to the need for students to take responsibility for self-regulation, and the opportunity that technology can provide in supporting student self-regulation, motivation, and participation in assessment in online learning environments.
ISSN:	2365-9440 1698-580X
DOI:	10.1186/s41239-025-00565-7
Lähde:	Political Science Database