How does peer assessment support students' self-regulation? A case study in online education.
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| Title: | How does peer assessment support students' self-regulation? A case study in online education. |
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| Authors: | Fernández-Ferrer, Maite1 (AUTHOR) mfernandezferrer@uoc.edu, Lanzo, Nati Cabrera1 (AUTHOR) ncabrera@uoc.edu, Maina, Marcelo Fabián1 (AUTHOR) mmaina@uoc.edu, Guàrdia, Lourdes1 (AUTHOR) lguardia@uoc.edu |
| Source: | International Journal of Educational Technology in Higher Education. 11/12/2025, Vol. 22 Issue 1, p1-19. 19p. |
| Subject Terms: | *Online education, *Critical self-reflection, *Student participation, *Higher education, *Learning strategies, *Self-evaluation, *Peer review of students, Self regulation |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Educational Technology in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 23659440 |
| DOI: | 10.1186/s41239-025-00565-7 |
