Self and peer monitoring in peer feedback: Instructors’ perspective


Er E.

Learning Analytics Summer Institute (LASI) 2020, Valladolid, Spain, 16 June 2020, pp.1-12

  • Publication Type: Conference Paper / Full Text
  • City: Valladolid
  • Country: Spain
  • Page Numbers: pp.1-12

Abstract

Monitoring is a crucial skill that can trigger regulation of learning for achieving better learning outcomes. While monitoring the self can enhance self-regulation, monitoring peers in collaborative activities can support co-regulation. Student-facing dashboards have been often used to support monitoring. These dashboards intend to provide students with timely feedback on how well they are doing, which then is expected to be used by the students to evaluate their progress and update their learning strategies as needed. This study investigates instructors’ perspective about self and peer monitoring enabled via a student-facing dashboard in the specific context of peer reviews, which is an under-explored area of research. The findings suggest that although instructors consider that the proposed approach to monitoring can hold potential to enhance students’ (both self- and co-) regulation of learning, they acknowledge that the activation of regulation in real-world practice might be a challenge. Implications for the activity design and learning analytics support are discussed.