Resumen de Peer assessment in online learning: Promoting self-regulation strategies through the use of chatbots in Higher Education
Nati Cabrera Lanzo, Maite Fernández Ferrer, Marcelo Fabián Maina Patrás, Lourdes Guàrdia Ortiz
There are many studies and practices that aim to improve assessment and feedback using technology. However, there is hardlyany research on the use of technology to support and guide metacognition in self-regulation during the learning and assessmentprocess in online learning.We present an innovation project supported by the research framework in the Master’s in Education and ICT at the OpenUniversity of Catalonia (UOC) that scaffolds self-regulation using chatbots and focuses on peer assessment by means of essaywriting. This activity develops student reflection and critical thinking while promoting self-regulatory capacity through peerassessment practice.The chatbot is used to support the development of students' self-regulation competence, while they carry out a learning activityinvolving peer assessment. The activity consists of writing an essay reflecting on the functions and role of techno-pedagogicaldesigners today and on future trends. This must be based on the theoretical framework applied in the subject.The online peer assessment process allows students to adopt the role of evaluator of a draft essay presented by others. Theymust critically analyse the work, apply criterion-based assessment, and provide constructive feedback. The assessment criteriathey are expected to use is a simplified version of the assessment rubric applied by the teacher after the final submission of theessay. This process focuses on giving formative e-feedback, but also on meaningfully interpreting and integrating peer feedbackto improve the essay. As students are not used to exercising an active role in the learning and assessment process, nor one aimedat developing self-regulation competence, the chatbot provides guidelines during this process as another important learninggoal.
