Exploring Collaboration in Online Group Based Assessment Contexts: Undergraduate Business Program

Autor/inn/en	Paterson, Terrie; Prideaux, Murray
Titel	Exploring Collaboration in Online Group Based Assessment Contexts: Undergraduate Business Program
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 3, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Cooperative Education; Online Courses; Student Evaluation; Undergraduate Students; Business Administration Education; Instructional Design; Group Dynamics; Foreign Countries; Synchronous Communication; Asynchronous Communication; Teaching Methods; Accountability; Teacher Student Relationship; Skill Development; Interpersonal Competence; Experiential Learning; Australia + Suchen Sie Ihr Suchwort? Kooperativer Unterricht; Online course; Online-Kurs; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Gruppendynamik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen; Australien
Abstract	Focussing on a specific higher education online learning environment (OLE), this study aims to investigate and analyse instructional designs that employ Positive Interdependence, Individual Accountability, Teaching Presence, Authenticity and Group Skills Development as educational strategies to mitigate group work issues and subsequently encourage collaborative group work. Group work is a challenging learning space for both participants and facilitators in the higher education sector. Known issues such as free riding, unfair marking and a lack of existing group work skills in the student cohort, create a catalyst for conflict which can lead to negative perceptions and avoidance of group work. Isolation and the resulting independent learning culture typifying online study contexts further challenge collaborative and active learning pedagogies required in contemporary online adult learning and assessment contexts. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01