Peer Assessment in MOOC of Students Performance with Paragogy Framework: Evidence: Higher Education Institutions in Indonesia

Author:

Wahyuni Dessy SeriORCID,Ariadi GedeORCID

Publisher

Springer Fachmedien Wiesbaden

Reference22 articles.

1. Bayne, S., & Ross, J. (2014). The pedagogy of the Massive Open Online Course (MOOC): The UK view. The Higher Education Academy. https://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view.

2. Bangert-Drowns, R., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29–58.

3. Bazerman C. (2006). Analyzing the multidimensionality of texts in education. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaiti, & E. Grace (Eds.), Handbook of complementary methods in education research (PAGE(S)). American Educational Research Association.

4. Blackstone, J. H., Jr., Cox, J. F., III., & Schleier, J. G., Jr. (2009). A tutorial on project management from a theory of constraints perspective. International Journal of Production Research, 47(24), 7029–7046.

5. Braga Blanco, G. M., Belver Domínguez, J. L., & Fano Méndez, S. (2020). Evaluation is not a second phase in the pedagogical design of a sMOOC. A case study = La evaluación no es un segundo paso en el diseño pedagógico de un sMOOC. Un estudio de caso. Profesorado.

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