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MOOC courses in the fields of new media, entrepreneurship and innovation require pedagogical developers to create a clear and measureable peer assessment process of the innovative plans and projects developed by students. The objectives of our action research are to improve evaluations of students' plans and their innovativeness in a MOOC based on project-based learning (PBL). We analyzed 789 written peer assessments and grades of 89 PBL plans, which were submitted as part of the requirementsdoi:10.20448/journal.509.2018.52.122.130 fatcat:r4junnnlnva2ngbwkuodwpfu4a