What concerns have educators raised about the quality of online courses that rely heavily on peer learning?

In the context of distance learning, educators have raised significant concerns regarding the quality of online courses that rely heavily on peer learning and grading strategies.1

While these strategies were developed as a solution to the challenge of grading large volumes of assignments—particularly in arts and humanities subjects where automated computer marking is less effective—critics argue that this approach lacks sufficient quality control. Educators often point to this reliance on peer-to-peer assessment as a primary example of the broader issues surrounding the quality of online education, which include the homogenization of course content and a potential devaluation of knowledge.1

Furthermore, while peer frameworks are sometimes proposed to mitigate the isolation students feel in MOOCs, many academics maintain that these methods cannot replicate the essential human presence, guidance, and encouragement provided by lecturers and tutors in a traditional university setting.1