How does peer assessment support students’ self-regulation? A case study in online education

The importance of self-regulation as an essential element for lifelong learning calls for the design of learning processes that promote it. In this context, peer assessment, characterised by promoting metacognitive reflection and guiding students in modifying their learning strategies during the pro...

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Autores: Fernández-Ferrer, Maite, Cabrera, Nati, Maina, Marcelo Fabián, Guardia, Lourdes
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/154843
Acceso en línea:https://hdl.handle.net/10609/154843
https://doi.org/10.1186/s41239-025-00565-7
Access Level:acceso abierto
Palabra clave:self-regulated learning
peer assessment
formative feedback
online education
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spelling How does peer assessment support students’ self-regulation? A case study in online educationFernández-Ferrer, MaiteCabrera, NatiMaina, Marcelo FabiánGuardia, Lourdesself-regulated learningpeer assessmentformative feedbackonline educationThe importance of self-regulation as an essential element for lifelong learning calls for the design of learning processes that promote it. In this context, peer assessment, characterised by promoting metacognitive reflection and guiding students in modifying their learning strategies during the process, is considered a key and effective element for its development. This research studies the effects of implementing peer feedback strategies on the development of the competence of learning to learn. The aim is to improve self-regulation in Spanish higher education students, specifically Master’s students in an online learning environment at an open university. The main objective of this contribution is to determine if the active involvement of students (111) in peer assessment (in the role of assessor or assessed) is confirmed as an effective self-regulation strategy. To do this, a self-regulation questionnaire was administered at the beginning and end of the experience, as well as a satisfaction questionnaire regarding the peer assessment experience. The results highlight that through the implemented peer feedback strategies, students specifically improved their capacity to deeply analyse tasks and clearly visualise objectives, which are elements related to the initial planning phase of self-regulation. The conclusions point to the need for students to take responsibility for self-regulation, and the opportunity that technology can provide in supporting student self-regulation, motivation, and participation in assessment in online learning environments.Springer Nature202620262025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/10609/154843https://doi.org/10.1186/s41239-025-00565-7reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésInternational Journal of Educational Technology in Higher Education, 2025, 22(67)info:eu-repo/grantAgreement/MICINN/2019/PID2019-104285GB-I00Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1548432026-05-28T12:42:01Z
dc.title.none.fl_str_mv How does peer assessment support students’ self-regulation? A case study in online education
title How does peer assessment support students’ self-regulation? A case study in online education
spellingShingle How does peer assessment support students’ self-regulation? A case study in online education
Fernández-Ferrer, Maite
self-regulated learning
peer assessment
formative feedback
online education
title_short How does peer assessment support students’ self-regulation? A case study in online education
title_full How does peer assessment support students’ self-regulation? A case study in online education
title_fullStr How does peer assessment support students’ self-regulation? A case study in online education
title_full_unstemmed How does peer assessment support students’ self-regulation? A case study in online education
title_sort How does peer assessment support students’ self-regulation? A case study in online education
dc.creator.none.fl_str_mv Fernández-Ferrer, Maite
Cabrera, Nati
Maina, Marcelo Fabián
Guardia, Lourdes
author Fernández-Ferrer, Maite
author_facet Fernández-Ferrer, Maite
Cabrera, Nati
Maina, Marcelo Fabián
Guardia, Lourdes
author_role author
author2 Cabrera, Nati
Maina, Marcelo Fabián
Guardia, Lourdes
author2_role author
author
author
dc.subject.none.fl_str_mv self-regulated learning
peer assessment
formative feedback
online education
topic self-regulated learning
peer assessment
formative feedback
online education
description The importance of self-regulation as an essential element for lifelong learning calls for the design of learning processes that promote it. In this context, peer assessment, characterised by promoting metacognitive reflection and guiding students in modifying their learning strategies during the process, is considered a key and effective element for its development. This research studies the effects of implementing peer feedback strategies on the development of the competence of learning to learn. The aim is to improve self-regulation in Spanish higher education students, specifically Master’s students in an online learning environment at an open university. The main objective of this contribution is to determine if the active involvement of students (111) in peer assessment (in the role of assessor or assessed) is confirmed as an effective self-regulation strategy. To do this, a self-regulation questionnaire was administered at the beginning and end of the experience, as well as a satisfaction questionnaire regarding the peer assessment experience. The results highlight that through the implemented peer feedback strategies, students specifically improved their capacity to deeply analyse tasks and clearly visualise objectives, which are elements related to the initial planning phase of self-regulation. The conclusions point to the need for students to take responsibility for self-regulation, and the opportunity that technology can provide in supporting student self-regulation, motivation, and participation in assessment in online learning environments.
publishDate 2025
dc.date.none.fl_str_mv 2025
2026
2026
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10609/154843
https://doi.org/10.1186/s41239-025-00565-7
url https://hdl.handle.net/10609/154843
https://doi.org/10.1186/s41239-025-00565-7
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Educational Technology in Higher Education, 2025, 22(67)
info:eu-repo/grantAgreement/MICINN/2019/PID2019-104285GB-I00
dc.rights.none.fl_str_mv Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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