Engaging First-Year Students through Online Collaborative Assessments

Autor/inn/en	Kelly, D.; Baxter, J. S.; Anderson, A.
Titel	Engaging First-Year Students through Online Collaborative Assessments
Quelle	In: Journal of Computer Assisted Learning, 26 (2010) 6, S.535-548 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00361.x
Schlagwörter	Foreign Countries; Integrated Learning Systems; Computer Uses in Education; Educational Technology; Assignments; Instructional Effectiveness; College Instruction; College Freshmen; Student Attitudes; Statistical Analysis; Qualitative Research; Questionnaires; Content Analysis; Comparative Analysis; Learner Engagement; Evaluation Methods; Educational Assessment; Peer Relationship; Large Group Instruction; Scaffolding (Teaching Technique); Psychology; Cooperative Learning; Tests; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Computernutzung; Unterrichtsmedien; Assignment; Auftrag; Zuweisung; Unterrichtserfolg; Hochschullehre; Studienanfänger; Schülerverhalten; Statistische Analyse; Qualitative Forschung; Fragebogen; Inhaltsanalyse; Education; assessment; Bewertungssystem; Peer-Beziehungen; Psychologie; Kooperatives Lernen; Examination; Prüfung; Examen; Großbritannien
Abstract	Substantial increases in the size of many undergraduate classes in recent years have limited the ways in which students can engage with their disciplines and become active participants in their learning. This paper presents a methodology which uses a basic WebCT platform to improve the way in which students in large classes learn. The approach, termed the Collaborative Online Assessment approach, provides a structured, scaffolded learning environment for students to engage with their peers in collaborative assessments. Results from a year-long application of the approach with first-year psychology students are presented. These show that the approach facilitates active student engagement throughout the academic year, and is associated with improved marks in the final written exam. This improvement in exam performance is significantly greater for students not intending to major in psychology (traditionally poorer performers). The paper discusses the implications of these findings in relation to learning theories and provides a critique for further improvement of the approach. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10