  There is a need to provide quality education without discrimination or
prejudice to all students. However, there are challenges in implementing
quality education in large classes, especially during remote learning.
Literature indicates that providing lecturer feedback can become a tedious
task, especially in large classes. Literature states that involving students in
the peer review process can improve the quality of their submissions. This
research used a case study and thematic analysis. Qualitative data were
collected from 179 third-year Information Systems students who used the
Opensource Sakai Platform. Students reviewed another student's report, without
knowing their identity. The research used self-determination theory as a
theoretical basis. The achievement of perceived autonomy is supported as an
anonymous peer review helped students to empower themselves. Perceived
competence was also achieved as the anonymous peer review improved the quality
of work submitted and the development of workplace skills. Perceived
relatedness is supported as students indicated that the anonymous peer review
allowed them to learn from their peers. It also improved their understanding
and the ability to see errors in their work. Despite the negative aspects
identified using the Sakai platform, it may provide a viable alternative for
providing feedback remotely, especially during the Covid-19 pandemic.
