Student experiences of online group work and peer assessment

Chin, Paul

Abstract

Peer learning and peer assessment are well established pedagogies which can support learning and provide a range of benefits, such as improved self-reflection, team working, and communication skills. In recent decades the embedding of peer learning and assessment in online environments has been investigated, often with conflicting findings. However, there are commonly cited factors that must be addressed if students are to engage with the process and have confidence in peer learning and assessment. These factors include considering how peer groups are created, facilitated and assessed in an online environment. This study set out to explore student experiences of online group work and peer assessment through engagement with a structured blended learning model. A longitudinal study of bioscience and forensic science students was undertaken to investigate their experiences of this blended learning approach. The results demonstrated that with the appropriate environment students did develop confidence in online peer learning and assessment. This was achieved by investigating the factors which would actively engage students in the process. In addition to demonstrating student confidence in online peer learning and assessment, other benefits are also reported. This includes reports of skills development and evidence that online collaborations could provide indicators to student academic performance. This thesis considers how the findings add to the literature by demonstrating how students can have confidence in online peer learning and assessment by creating an appropriate environment for them to interact with each other.

Citation

Chin, P. (2019). Student experiences of online group work and peer assessment. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4287743

• Thesis Type: Thesis
• Deposit Date: May 9, 2023
• Publicly Available Date: May 9, 2023
• Keywords: Education
• Public URL: https://hull-repository.worktribe.com/output/4287743
• Additional Information: Department of Education Studies, The University of Hull
• Award Date: Jul 1, 2019