Elements Influencing Peer Evaluation: An Examination of Individual Characteristics, Academic Performance, and Collaborative Processes.
Collaborative learning has existed for some time, and instructional methods have been developed, such as cooperative learning, team learning, and problem-based learning. The purpose of this study is to observe students in learning teams and how their observations of their team and team members are r...
| Publicado en: | Journal of Applied Social Psychology Vol. 40; no. 12; pp. 2995 - 3020 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Dec2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=55831288&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 55831288 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219029 JAV jtl: Journal of Applied Social Psychology issn: 00219029 maglogo: Y pubinfo: dt: Dec2010 vid: 40 iid: 12 pid: 480 pub: Wiley-Blackwell artinfo: ui: 55831288 10.1111/j.1559-1816.2010.00690.x ppf: 2995 ppct: 25 formats: tig: atl: Elements Influencing Peer Evaluation: An Examination of Individual Characteristics, Academic Performance, and Collaborative Processes. aug: au: Watson, Warren E. BarNir, Anat Pavur, Robert affil: Department of Management University of North Texas Department of Information Technology and Decision Sciences University of North Texas su: Educational cooperation Partnerships in education Professional peer review Team learning approach in education Collaborative learning Research on students Educational psychology sug: subj: Educational cooperation Partnerships in education Professional peer review Educational Support Services Team learning approach in education Collaborative learning Research on students Educational psychology ab: Collaborative learning has existed for some time, and instructional methods have been developed, such as cooperative learning, team learning, and problem-based learning. The purpose of this study is to observe students in learning teams and how their observations of their team and team members are reflected in peer evaluations. We examine pre- and post-team history elements, such as basic demographics, personality factors, exam scores, and observations of team process and team goal attainment. Pre- and post-team history factors correlate with peer evaluations and are discussed. In our analyses, we take into account intraclass correlations and individual and group effects. Suggestions are given for future research. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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