Observational learning and self-regulated learning as the theoretical basis for role-based online peer assessment

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article adopts observational learning and self-regulated learning as the theoretical basis for its online peer assessment activities, in which students act as reviewer, author, or both. As reviewers, students "provide suggestions based on evaluation criteria, inspect and learn from others via observational learning, and then make adjustments to their own work"; as authors, they receive peer feedback and revise. Peer feedback is treated as formative scaffolding, and the process is framed as developing self-observation and self-judgment sub-processes that help learners align behavior with performance goals.

Design Implications

Context

Requirements

• Students must assume reviewer and/or author roles with access to evaluation criteria and peer feedback during the review process

Constraints

• The framework was applied in a business plan writing course for fourth-year university students over approximately two months

Target Learners

• fourth-year university students in entrepreneur management elective classes

Learning Goals

• business plan writing quality
• self-regulated learning skills
• critical evaluation of peers' work

Claims

• Reviewer Role Gains Exceed Author Role Late Rounds [+M]
• Family Experience Moderates Mode Effectiveness [+M]

Related Designs

Examples

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Key Sources

• Chun-Yi Lee. (2015). The Effects of Online Peer Assessment and Family Entrepreneurial Experience on Students' Business Planning Performance. The Turkish Online Journal of Educational Technology, 14(1). https://www.tojet.net

Page metadata

Field	Value
type	design
id	observation-srl-basis-peer-assessment-roles
title	Observational learning and self-regulated learning as the theoretical basis for role-based online peer assessment
description	The article adopts observational learning and self-regulated learning as the theoretical basis for its online peer assessment activities, in which students act as reviewer, author, or both.
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — chun-yi-lee-2015

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