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Massive Open Online Course Management: Learning Science and Engineering through Peer-Reviewed Projects

Massive Open Online Course Management: Learning Science and Engineering through Peer-Reviewed Projects

Ana M. Pessoa, Luis Coelho, Ruben Fernandes
Copyright: © 2015 |Pages: 17
ISBN13: 9781466673045|ISBN10: 1466673044|EISBN13: 9781466673052
DOI: 10.4018/978-1-4666-7304-5.ch005
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MLA

Pessoa, Ana M., et al. "Massive Open Online Course Management: Learning Science and Engineering through Peer-Reviewed Projects." Innovative Teaching Strategies and New Learning Paradigms in Computer Programming, edited by Ricardo Queirós, IGI Global, 2015, pp. 89-105. https://doi.org/10.4018/978-1-4666-7304-5.ch005

APA

Pessoa, A. M., Coelho, L., & Fernandes, R. (2015). Massive Open Online Course Management: Learning Science and Engineering through Peer-Reviewed Projects. In R. Queirós (Ed.), Innovative Teaching Strategies and New Learning Paradigms in Computer Programming (pp. 89-105). IGI Global. https://doi.org/10.4018/978-1-4666-7304-5.ch005

Chicago

Pessoa, Ana M., Luis Coelho, and Ruben Fernandes. "Massive Open Online Course Management: Learning Science and Engineering through Peer-Reviewed Projects." In Innovative Teaching Strategies and New Learning Paradigms in Computer Programming, edited by Ricardo Queirós, 89-105. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7304-5.ch005

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Abstract

Massive Open Online Courses (MOOC) are gaining prominence in transversal teaching-learning strategies. However, there are many issues still debated, namely assessment, recognized largely as a cornerstone in Education. The large number of students involved requires a redefinition of strategies that often use approaches based on tasks or challenging projects. In these conditions and due to this approach, assessment is made through peer-reviewed assignments and quizzes online. The peer-reviewed assignments are often based upon sample answers or topics, which guide the student in the task of evaluating peers. This chapter analyzes the grading and evaluation in MOOCs, especially in science and engineering courses, within the context of education and grading methodologies and discusses possible perspectives to pursue grading quality in massive e-learning courses.

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