Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment

Di ZOU, Haoran XIE, Fu Lee WANG

Research output: Book Chapters | Papers in Conference ProceedingsConference paper (refereed)Researchpeer-review

1 Citation (Scopus)


This research investigated the perceptions of a group of students in a university in Hong Kong concerning peer assessment enhanced collaborative learning in a virtual learning environment. A total of 31 Chinese learners of English participated in the project and conducted online collaborative learning and peer assessment in Moodle, ZOOM, and Flipgrid. They were interviewed afterwards and reported their perceptions of the learning process, the challenges that they encountered, and the strategies that they applied to overcome the challenges. The results showed that the students’ perceptions of this approach to teaching and learning were overall positive. Concerning the main challenges, the students indicated that when they received massive amounts of feedback, they felt overwhelmed and did not know where to start for further improvement. They also found that peer suggestions were inconsistent sometimes, and when they received similar critical feedback repeatedly, they felt frustrated. To overcome these challenges, the students reported that they managed to prioritize the areas that they need to improve and started with the most important ones. They also asked follow-up questions concerning the controversial suggestions to figure out why their peers’ suggestions were different and discussed within groups to decide which suggestions to follow. Moreover, they attempted to focus more on providing constructive feedback, rather than critical feedback. These results suggested that peer assessment enhanced collaborative online learning was an effective approach to active learning.
Original languageEnglish
Title of host publicationBlended Learning: Re-thinking and Re-defining the Learning Process
EditorsRichard Li, Simon K. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto
PublisherSpringer Science and Business Media Deutschland GmbH
Number of pages10
ISBN (Electronic)9783030805043
ISBN (Print)9783030805036
Publication statusPublished - Aug 2021
Event14th International Conference on Blended Learning, ICBL 2021 - Virtual, Online
Duration: 10 Aug 202113 Aug 2021

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume12830 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Conference14th International Conference on Blended Learning, ICBL 2021
CityVirtual, Online

Bibliographical note

Publisher Copyright:
© 2021, Springer Nature Switzerland AG.


  • Higher education
  • Learner perception
  • Online collaborative learning
  • Peer assessment


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