Peer feedback to facilitate project-based learning in an online environment | Ching | The International Review of Research in Open and Distance Learning

Peer feedback to facilitate project-based learning in an online environment

Yu-Hui Ching, Yu-Chang Hsu

Abstract

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.

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Peer feedback to facilitate project-based learning in an online environment | Ching | The International Review of Research in Open and Distance Learning

Security risks and protection in online learning: A survey

Security risks and protection in online learning: A survey

Yong Chen, Wu He

Abstract

This paper describes a survey of online learning which attempts to determine online learning providers’ awareness of potential security risks and the protection measures that will diminish them. The authors use a combination of two methods: blog mining and a traditional literature search. The findings indicate that, while scholars have identified diverse security risks and have proposed solutions to mitigate the security threats in online learning, bloggers have not discussed security in online learning with great frequency. The differences shown in the survey results generated by the two different methods confirm that online learning providers and practitioners have not considered security as a top priority. The paper also discusses the next generation of an online learning system: a safer personal learning environment which requires a one-stop solution for authentication, assures the security of online assessments, and balances security and usability.


Keywords

Online learning, security, risk, threat, protection, e-learning

Available at:

http://www.irrodl.org/index.php/irrodl/article/view/1632