Enhancing Self-regulation Strategies through Peer Feedback in Online Higher Education

Specific research addresses the adoption of self-regulation strategies through peer feedback and the use of chatbots for supporting Higher Education institutions to transform online assessment. The purpose of the study presented below was to evaluate the design of a learning activity containing a peer-feedback intervention in order to suggest improvements. A set of data collection instruments was designed and distributed after the first iteration of the experience to gain insights into the students' perception of the peer-review task, designed to enhance their self-regulation capacity and supported by the use of a chatbot throughout the learning activity. The data collected allowed us to identify the learning activity design aspects that should be improved for future iterations to enhance student process performance skills.