同行评估
协作学习
远程教育
在线讨论
在线评估
计算机科学
同行评价
教育技术
高等教育
在线学习
知识管理
心理学
医学教育
形成性评价
数学教育
多媒体
万维网
医学
法学
政治学
作者
Meina Zhu,Funda Ergüleç
标识
DOI:10.1080/01587919.2022.2150127
摘要
Online collaborative learning is increasingly used in online courses in higher education, but assessing student online collaborative learning presents unique challenges as well as interesting opportunities. Thus, it is critical to gain a clear picture of online group collaboration assessment strategies, including group learning assessment methods and examining the effectiveness, challenges, and opportunities in online education. The present study systematically reviewed 12 empirical studies on online collaborative learning assessment in higher education published in journals from 2011 to 2021. The results show that diverse strategies were used to facilitate group collaboration, including group agreements, project planning, role assignments, problem-based projects, and instructor feedback. The reviewed studies primarily evaluated learners through instructor evaluation, peer evaluation, and self-evaluation methods. The most common strategy was instructor assessment, while self-evaluations were used the least. The findings of this mapping review provide practical examples for future online group collaborative learning assessment research and practice.
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