Design of Collaborative Peer Feedback with Self-assessment for Online Learning

This paper focuses on how online course outlines can be designed to improve the impact and added value of collaborative peer activities in distance education. Data were collected from 22 student teachers’ peer feedback with self-assessments during two consecutive 15 credit web-based courses. The result shows that the quality in the collaborative peer feedback is developing between the two courses, but there is a lack of reflections in their self-assessments