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Engaging first-year students through online collaborative assessments.

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 theway in which s...

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Published in:Journal of Computer Assisted Learning Vol. 26; no. 6; pp. 535 - 549
Main Authors: Kelly, D., Baxter, J.S., Anderson, A.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Dec2010
Online Access:View this record in EBSCOhost
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      dt: Dec2010
      vid: 26
      iid: 6
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        104813132
        2010863256
        10.1111/j.1365-2729.2010.00361.x
        104813132
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        atl: Engaging first-year students through online collaborative assessments.
      aug:
        au:
          Kelly, D.
          Baxter, J.S.
          Anderson, A.
        affil: Department of Psychology, University of Strathclyde, Glasgow, UK
      sug:
        subj:
          Computer-Assisted Instruction
          Educational Measurement
          Psychology Education
          Self-Directed Learning
          Student Performance Appraisal
          Students, College
          World Wide Web Utilization
          Adult
          Collaboration
          Convenience Sample
          Education Research
          Female
          Funding Source
          Human
          Male
          One-Tailed Test
          Post Hoc Analysis
          Questionnaires
          Student Attitudes Evaluation
          Summated Rating Scaling
          T-Tests
          Teaching Methods
          Teaching Methods Evaluation
          United Kingdom
          Adult: 19-44 years
          Female
          Male
      ab: 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 theway 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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