Authors: Viktorija Florjančič
Addresses: Faculty of Management, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia
Abstract: The large number of students enrolled in an elective course forced us to implement peer assessment even though student-centred teaching is not common in our traditionally taught study programs. Based on the literature review, Slovenia is not an isolated case in Europe. The aim of our paper is to show how to introduce new teaching modalities and to encourage subject and teacher-centred higher education environments to move toward student-centred teaching. In the research that supports our experiment, we found that 70.2% of students did not have any peer assessment experience. Peer assessment improved learning and teaching - students became more aware of what they needed to learn, how to organise their time and what the teacher expected them to learn. The teacher needed to prepare clear and detailed assignments and assessment criteria. Students were found to be accurate peer reviewers, especially those who took their study seriously - as evidenced by asking a teacher for additional explanation and support and printing study materials that helped them study deeply. Students in traditional study programs would like to have more online study experiences; these experiences motivate them to participate more in MOOCs that they were unaware of before their online study experience.
Keywords: peer assessment; feedback; business students; higher education; Moodle Workshop; Slovenia.
International Journal of Learning Technology, 2020 Vol.15 No.1, pp.4 - 25
Received: 08 May 2021
Accepted: 12 May 2021
Published online: 01 Jun 2020 *