Information Technology Reference
In-Depth Information
well invested since they believed it had helped
them to direct their learning and guided their work
with the examination tasks.
One of the students stated that he actually
thought he had saved some time by participating
in peer assessment, since it made him understand
what he was meant to perform so he didn't have
to waste a lot of time figuring that out.
To summarise the findings from this course it
is clear that almost all of the students came to find
great value in participating in the peer assessment
activities. It is also clear that students found that
the rich collaboration with their peers enhanced
their learning.
also comments in which the student points out that
a remark from a fellow student has made them
think in a different way than before.
Other signs however indicate that it wasn't
uncomplicated to conduct the whole process of
meaning making through text. Study groups in
which the students lived within close range of
each other decided to further their discussions
in physical meetings. Students in groups where
participants lived further away from each other
made plans to further the discussions during
upcoming on campus meetings. There were also
a few students who expressed in the online ques-
tionnaire that they found the text based discussion
restraining and that they sometimes found it hard
to express their thoughts in a way that could be
understood in the way they intended.
transmitting meaning through text
According to the students' responses in the online
questionnaire, most of them found a value in
conducting their discussions through text based
means. Some mentioned the flexibility which
had enabled them to participate in the discus-
sions when they found a gap between other life
commitments. Others pointed out that it gave
them time to reflect on the topic discussed and
enabled them to go back and view earlier posts.
One student wrote that:
ConClusion
An overall conclusion from the students' reac-
tions to the peer assessment/peer review element
is that this strategy to enhance students' learning
seems well worth exploring further. As shown, a
majority of the students were actively involved in
the discussions despite the fact that participating
in peer assessment was not a graded performance
and no rules were set up for acceptable minimum
participation.
It would be naïve to believe that it is possible
for the students to gain a full understanding of the
implicit meaning of standards and criteria just by
participating in peer assessment processes in just
one course. The teacher will always be the most
knowledgeable member of 'a learning community'
when it comes to assessment of student products,
since they are full time members of the academic
community in contrast to the students who are there
for a shorter period of time when conducting their
studies. Despite these reservations the high level
of engagement in discussing criteria and assess-
ing each other combined with their comments in
the online questionnaire shows that the students
It suited me perfectly. I can reflect whenever I
want to, with anyone in the group. I can take my
time and consider my own opinions. I also can go
back and see how I thought before. I know that
everyone in the group can read my reflections at
any time.
One student mentioned that she thought text
based discussions gave her a space she didn't
find as easily in face to face communication for
expressing her thoughts and opinions. There are
several posts in the message boards (including
the workshop forums) which also indicate that
students reflected thoroughly upon each other's
postings before responding to it by adding their
own thoughts about other's comments. There are
Search WWH ::
Custom Search