Decentralized Peer Review and e-Assessment in Hybrid Learning: Blockchain as a Tool for Equitable Feedback Mechanisms
Article Sidebar
-
Blockchain, E-Assessment, Educational Equity, Hybrid Learning, Peer Review
Abstract
Background. The integrity and equity of assessment in hybrid learning environments have been increasingly challenged by issues of transparency, bias, and centralized control. Traditional peer review systems often lack traceability and accountability, leading to concerns about the fairness and credibility of formative feedback.
Purpose. This study explores the application of blockchain technology as a decentralized infrastructure for peer review and e-assessment in hybrid learning contexts. The research aims to evaluate how blockchain-based systems can enhance feedback transparency, reviewer accountability, and student trust in digital assessment processes.
Method. Employing a design-based research methodology, a prototype blockchain-enabled peer assessment platform was developed and tested with 92 university students across two hybrid courses. Quantitative and qualitative data were collected through platform analytics, student surveys, and focus group discussions.
Results. The results demonstrate that blockchain-based systems can serve not only as secure ledgers but also as ethical architectures for equitable formative assessment
Conclusion. The study concludes that blockchain offers a viable mechanism for building equitable, transparent, and tamper-resistant assessment systems in hybrid learning. The research contributes to the growing field of educational technology by introducing a scalable model for decentralized e-assessment.
Full text article
References
Aarntzen, L., Seijmonsbergen-Schermers, A., Blom, R., Henrichs, J., & Derks, B. (2025). Dutch midwives’ views on father-involvement practices. Midwifery, 145. https://doi.org/10.1016/j.midw.2025.104371
Abokor, A. H., Farih, O. A., Ali, M. A., Chesneau, C., & Muse, A. H. (2025). Magnitude and determinants of intimate partner violence against women in Somalia: evidence from the SDHS survey 2020 dataset. BMC Women’s Health, 25(1). https://doi.org/10.1186/s12905-024-03539-5
Allison, J. (2025). Introductory Editorial: Shaping the Future of Educational Computing Research. Journal of Educational Computing Research, 63(3), 527–531. https://doi.org/10.1177/07356331251318891
Ba?lan, D., & Esencan, T. Y. (2025). Examining men’s attitudes toward family planning in Istanbul, Turkey. BMC Public Health, 25(1). https://doi.org/10.1186/s12889-025-22402-2
Brown, M. J., Forster, B. B., McInnes, M. D. F., Komar, M. A., Amin, P., Atwal, S., Chen, S., Hamwi, M., Ladak, R., Malik, A., McKee, H., Wang, M., Yang, J., Hamel, C., & Hanneman, K. (2025). Canadian Association of Radiologists Statement on Planetary Health Education in Radiology. Canadian Association of Radiologists Journal, 76(2), 212–220. https://doi.org/10.1177/08465371241279359
Carrasco, S., & Perez Lopez, I. (2025). Linking education and practice gaps for inclusive architecture in the AEC industry. Archnet-IJAR: International Journal of Architectural Research, 19(1), 128–148. https://doi.org/10.1108/ARCH-11-2023-0297
Chigbu, B. I., & Makapela, S. L. (2025). Data-Driven Leadership in Higher Education: Advancing Sustainable Development Goals and Inclusive Transformation. Sustainability (Switzerland), 17(7). https://doi.org/10.3390/su17073116
Claxton-Oldfield, S., & MacEachern, S. (2024). Undergraduate Students’ Awareness of and Beliefs About Unusual End-of-Life Phenomena. Omega (United States). https://doi.org/10.1177/00302228241258059
Flomin, Y., Tsyhanii, A., Mykhailova, M., Khanenko, N., & Sulik, R. (2025). Maintaining professionalism and ethical principles in neurology: considerations for clinical practice and medical education in a rapidly changing world. International Neurological Journal (Ukraine), 21(1), 83–89. https://doi.org/10.22141/2224-0713.21.1.2025.1155
Gushken, F., Costa, G. P. A., de Paula Souza, A., Heringer, D., & Anand, A. (2025). Internet-based cognitive behavioral therapy for alcohol use disorder: A systematic review of evidence and future potential. Journal of Substance Use and Addiction Treatment, 171. https://doi.org/10.1016/j.josat.2025.209627
Kearns, N., Blake, D., & Parton, C. (2025). Get ready: disaster preparedness and response for people with chronic illnesses living in hazard-prone Petone, Aotearoa New Zealand. Disaster Prevention and Management, 34(2), 209–223. https://doi.org/10.1108/DPM-04-2024-0105
Khairunnisa, S. R., Ubaidillah, A., Hidayat, A. S., Septiyana, A. N., Putri, S. M., Prananggalih, A. T., Kusuma, A. C., & Syahidah, S. A. (2025). LOCALIZED DATA FOR EDUCATIONAL EQUITY: SMALL AREA ESTIMATION OF OUT-OF-SCHOOL CHILDREN IN BALI AND NUSA TENGGARA. Barekeng, 19(2), 1179–1192. https://doi.org/10.30598/barekengvol19iss2pp1179-1192
MacAulay, L., Saxton, J., Ford, T., Logan, S., Harron, K., Gilbert, R., & Zylbersztejn, A. (2025). Health and education outcomes from adolescence to adulthood for young people with neurodisability and their peers: Protocol for a population-based cohort study using linked hospital and education data from England. BMJ Open, 15(3). https://doi.org/10.1136/bmjopen-2025-100276
Malagón Castro, L. E., Valencia González, G. C., Vázquez Parra, J. C., & Ríos Sánchez, A. (2025). Critical Interculturality in Latin American Education: Challenges and Advances. International Journal of Learner Diversity and Identities, 32(1), 121–143. https://doi.org/10.18848/2327-0128/CGP/v32i01/121-143
Mitchell, J., Arjyal, A., Baral, S., King, R., Manandhar, S., & Cooke, P. (2025). Can community engagement occur online: a framework analysis of pandemic-induced changes to a project on antimicrobial resistance (AMR). Journal of Public Health and Emergency, 9. https://doi.org/10.21037/jphe-24-81
Mongkolhutthi, P. (2025). Exploring 30 years of teacher work culture research (1993–2023): A bibliometric analysis. Review of Education, 13(1). https://doi.org/10.1002/rev3.70057
Oyelere, S. S., & Aruleba, K. (2025). A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa. Computers and Education Open, 8. https://doi.org/10.1016/j.caeo.2025.100245
Passarelli-Araujo, H. (2025). Exploring the importance of clinical and sociodemographic factors on self-rated health in midlife: A cross-sectional study using machine learning. International Journal of Medical Informatics, 196. https://doi.org/10.1016/j.ijmedinf.2025.105834
Prediger, S., Kuhl, J., Schulze, S., Wittich, C., Pulz, I., Ademmer, C., & Büscher, C. (2025). How to enable teachers to enhance all students’ understanding of percentages? A quasi-experimental field trial. International Electronic Journal of Mathematics Education , 20(2). https://doi.org/10.29333/iejme/15899
Rowe, E., & Di Gregorio, E. (2025). Grant chaser and revenue raiser: public school principals and the limitations of philanthropic funding. Australian Educational Researcher, 52(2), 997–1016. https://doi.org/10.1007/s13384-024-00750-z
Sarwar, M. J. (2025). Library automation trends at City University of New York (CUNY): transforming face-to-face services into remote access during and post-pandemic ? a case study of York College’s Library. Library Hi Tech News, 42(3), 24–35. https://doi.org/10.1108/LHTN-12-2024-0215
Serván-Mori, E., Meneses-Navarro, S., García-Díaz, R., Cerecero-García, D., Contreras-Loya, D., Gómez-Dantés, O., & Castro, A. (2025). Ethnic and racial discrimination in maternal health care in Mexico: a neglected challenge in the search for universal health coverage. International Journal for Equity in Health, 24(1). https://doi.org/10.1186/s12939-024-02374-2
Seyedrezaei, M., Becerik-Gerber, B., & Kohut, T. J. (2025). Exploring energy consumption in energy-efficient, affordable housing in Southern California: Behavioral insights and financial implications. Energy and Buildings, 331. https://doi.org/10.1016/j.enbuild.2025.115369
Sims, D., Zingela, Z., Mokhachane, M., Botha, G., Mawela, D., Singaram, V., Baatjes, K., Green-Thompson, L., & Begg, K. (2025). Medical education, reflections and perspectives from South Africa: a review. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06910-8
Smith, S. A., Foster, M., & Li, Z. (2025). Latent profile analysis reveals heterogeneity related to motivation, effort, and outside of class behaviors in digital environments among Chinese university students. System, 129. https://doi.org/10.1016/j.system.2025.103604
Sodergren, C. D. C., Caroleo, S. A., & Guilbault, K. M. (2025). District Gifted Education Coordinator Preparation and Development: Establishing Training Pathways that Equip for Excellence and Strong Equity. Gifted Child Today, 48(2), 129–142. https://doi.org/10.1177/10762175241308954
Woolley, A. K., Sumner, A., Gupta, M., Sathanapally, H., Bodicoat, D., Khunti, K., & Seidu, S. (2025). Effectiveness of cardiometabolic health education interventions in populations with lower educational attainment: A systematic review and meta-analysis. Primary Care Diabetes, 19(2), 120–132. https://doi.org/10.1016/j.pcd.2025.01.008
Zaichenko, L. (2025). Liminality between the lines: self-defined, socially constructed and ontological constraints in the narratives of Russian-medium school teachers in Estonia. International Journal of Sociology and Social Policy, 45(3–4), 293–307. https://doi.org/10.1108/IJSSP-10-2024-0487
Authors
Copyright (c) 2025 Sevda Kara, Murat Arslan, Zeynep Toprak
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
