Welcome to the InfoSci Platform
Reference Hub2
Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online

Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online

Monica Liljeström
Copyright: © 2010 |Pages: 15
ISBN13: 9781605667270|ISBN10: 1605667277|ISBN13 Softcover: 9781616923914|EISBN13: 9781605667287
DOI: 10.4018/978-1-60566-727-0.ch004
Cite Chapter Cite Chapter

MLA

Liljeström, Monica. "Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online." Collaborative Technologies and Applications for Interactive Information Design: Emerging Trends in User Experiences, edited by Scott Rummler and Kwong Bor Ng, IGI Global, 2010, pp. 52-66. https://doi.org/10.4018/978-1-60566-727-0.ch004

APA

Liljeström, M. (2010). Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online. In S. Rummler & K. Ng (Eds.), Collaborative Technologies and Applications for Interactive Information Design: Emerging Trends in User Experiences (pp. 52-66). IGI Global. https://doi.org/10.4018/978-1-60566-727-0.ch004

Chicago

Liljeström, Monica. "Enhancing University Students' Interaction and Learning through Formative Peer-Assessment Online." In Collaborative Technologies and Applications for Interactive Information Design: Emerging Trends in User Experiences, edited by Scott Rummler and Kwong Bor Ng, 52-66. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-727-0.ch004

Export Reference

Mendeley
Favorite

Abstract

This chapter draws upon data collected from a Swedish project with the aim to implement and evaluate peer assessment/peer review in online and distance education in the context of higher education. Previous studies of peer assessment in on-campus settings are discussed with a focus on what impact these findings had on the design of the peer assessment element. Findings from a distance course with 60 students, in which peer assessment and peer assessment preparation was carried out trough asynchronous text based communication in FirstClass, are reported. Data are collected from multiple sources and analyzed with the aim to find out how peer assessment element worked in this asynchronous text based environment. The results indicate that the students’ engagement and collaborative efforts in general was high. The overall conclusion is that peer assessment could be worth exploring further as a tool to enhance student collaboration and learning in courses based on asynchronous text based communication.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.