Students’ perceptions of the peer-feedback experience in MOOCs

Julia Kasch*, Peter van Rosmalen, Ansje Löhr, Roland Klemke, Alessandra Antonaci, Marco Kalz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of peer-feedback and training focusing on their willingness, perceived usefulness, perceived preparedness, and general attitude; and students’ peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in students’ perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on perception could be measured with the available data.
Original languageEnglish
Pages (from-to)145-163
Number of pages19
JournalDistance Education
Issue number1
Early online date2021
Publication statusPublished - 2021


  • massive open online courses (MOOCs)
  • peer-feedback experience
  • peer-feedback perceptions
  • peer-feedback training


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