Literaturnachweis - Detailanzeige
| Autor/in | Arevalillo-Herráez, Miguel |
|---|---|
| Titel | Impact Evaluation of Reactive Assessment Strategies to Address Social Loafing by Promoting Student Cooperation and Encouraging Mutual Support |
| Quelle | In: Innovations in Education and Teaching International, 51 (2014) 5, S.523-532 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-3297 |
| DOI | 10.1080/14703297.2013.785646 |
| Schlagwörter | Cooperative Learning; Group Dynamics; Teamwork; Hypothesis Testing; Accountability; Student Responsibility; Foreign Countries; Intervention; Scores; Improvement; Grades (Scholastic); Student Participation; Group Testing; Spain (Valencia) |
| Abstract | Cooperative work is an effective strategy when team members are kept motivated and collaborate towards the achievement of a common goal. However, social loafing may significantly reduce educational gains. In this article, we analyse whether assessment-based reactive strategies that exploit existing emotional relationships between the team members are effective as a response to unequal commitment in cooperative tasks. In particular, an adaptive negotiation process that permits students to improve their grades by improving future scores obtained by free riders is suggested. Findings support that these types of strategies may have a great impact in fostering peer tutoring, student cooperation and mutual support. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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