How does peer assessment support students’ self-regulation? A case study in online education
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| Pubblicato in: | International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 67 |
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| Altri autori: | , , |
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Springer Nature B.V.
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| Accesso online: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Fernández-Ferrer, Maite |u Universitat Oberta de Catalunya, Barcelona, Spain (GRID:grid.36083.3e) (ISNI:0000 0001 2171 6620) | |
| 245 | 1 | |a How does peer assessment support students’ self-regulation? A case study in online education | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Case Study Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Higher education | ||
| 653 | |a Questionnaires | ||
| 653 | |a College students | ||
| 653 | |a Learning environment | ||
| 653 | |a Learning processes | ||
| 653 | |a Self evaluation | ||
| 653 | |a Strategic planning | ||
| 653 | |a Metacognition | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Motivation | ||
| 653 | |a Case studies | ||
| 653 | |a Online instruction | ||
| 653 | |a Peer review | ||
| 653 | |a Learning | ||
| 653 | |a Peer assessment | ||
| 653 | |a Feedback | ||
| 653 | |a Success | ||
| 653 | |a Learning strategies | ||
| 653 | |a Distance learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Satisfaction | ||
| 653 | |a Lifelong learning | ||
| 653 | |a Students | ||
| 653 | |a Educational technology | ||
| 653 | |a Data analysis | ||
| 653 | |a Learning activities | ||
| 653 | |a Self control | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Strategies | ||
| 653 | |a Academic achievement | ||
| 653 | |a Education | ||
| 653 | |a Peers | ||
| 653 | |a Evaluation | ||
| 653 | |a Internet | ||
| 653 | |a Assessors | ||
| 653 | |a Self regulation | ||
| 653 | |a Regulation | ||
| 653 | |a Design | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Likert Scales | ||
| 653 | |a Student Motivation | ||
| 653 | |a Incentives | ||
| 653 | |a Competence | ||
| 653 | |a Distance Education | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Instructional Improvement | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Adult Learning | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Formative Evaluation | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Beliefs | ||
| 653 | |a Information Processing | ||
| 700 | 1 | |a Lanzo, Nati Cabrera |u Universitat Oberta de Catalunya, Barcelona, Spain (GRID:grid.36083.3e) (ISNI:0000 0001 2171 6620) | |
| 700 | 1 | |a Maina, Marcelo Fabián |u Universitat Oberta de Catalunya, Barcelona, Spain (GRID:grid.36083.3e) (ISNI:0000 0001 2171 6620) | |
| 700 | 1 | |a Guàrdia, Lourdes |u Universitat Oberta de Catalunya, Barcelona, Spain (GRID:grid.36083.3e) (ISNI:0000 0001 2171 6620) | |
| 773 | 0 | |t International Journal of Educational Technology in Higher Education |g vol. 22, no. 1 (Dec 2025), p. 67 | |
| 786 | 0 | |d ProQuest |t Political Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3270872827/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3270872827/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3270872827/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |