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The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings

The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings

Paul Lajbcygier, Christine Spratt
Copyright: © 2009 |Pages: 15
ISBN13: 9781605664101|ISBN10: 1605664103|EISBN13: 9781605664118
DOI: 10.4018/978-1-60566-410-1.ch008
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MLA

Lajbcygier, Paul, and Christine Spratt. "The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings." E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, IGI Global, 2009, pp. 136-150. https://doi.org/10.4018/978-1-60566-410-1.ch008

APA

Lajbcygier, P. & Spratt, C. (2009). The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings. In C. Spratt & P. Lajbcygier (Eds.), E-Learning Technologies and Evidence-Based Assessment Approaches (pp. 136-150). IGI Global. https://doi.org/10.4018/978-1-60566-410-1.ch008

Chicago

Lajbcygier, Paul, and Christine Spratt. "The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings." In E-Learning Technologies and Evidence-Based Assessment Approaches, edited by Christine Spratt and Paul Lajbcygier, 136-150. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-410-1.ch008

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Abstract

This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of assessment strategies. The underpinning research measured individual students’ contributions to group processes, individual students’ influence on their peers’ topic understanding of the related curriculum content, and the influence of the overall group experience on personal learning in an e-learning environment designed to act as a catalyst for the group learning. As well, the learning objectives fundamental to the project work were tested individually as part of the final examination. Further, the authors complemented the quantitative aspects of the research with focus group interviews to determine if students perceived that the e-learning environment helped attain the group learning objectives. The authors found that e-learning does not necessarily enhance deep learning in group assignments. They also found that the attainment of group learning objectives does not translate to the attainment of the same individual learning objectives. The chapter provides comment on the relationship that may exist between students’ perceptions of the e-learning environment, the group project work and e-learning group dynamics.

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