Conclusions and implications of Online Collaborative Learning and Assessment

In conclusion, the study has confirmed the value of interactive, engaging and assessed collaborative learning tasks integrated into the curriculum to promote online learning, not to mention that attendance in the online learning platform was 100%. Learning has been found to be independent, interactive, collaborative and active, and learners have become much more critical in applying subject knowledge to solving problems in the online discussion tasks.

Online collaborative learning and assessment in this study has achieved the goals of encouraging greater collaboration and interactivity, developing particular learning skills which can be reinforced through online collaborative assessment, assessing process and product more fairly and consistently by providing opportunities for the teacher and students to negotiate ideas and comments, fostering skills of peer-assessment and self-assessment, encouraging active and flexible learning, facilitating a deep learning approach, and enhancing relationships within groups.

What is the way forward? First of all, this study suggests that this innovative teaching, learning and assessment methodology could be applied to other fields of academic study. Depending on the nature of the disciplines and subjects, the OCLA taxonomy would be modified accordingly; and once that is done, it could have wider applications in higher education. Second, the implementation of OCLA could be more carefully planned, for instance, to define and communicate to all parties at the outset the respective roles and expectations of teacher and learner in the OCLA process (Youngblood et al., 2001), the OCLA assessment framework illustrated with examples taken from previous portfolios, and so on. Third, more awareness training and closer monitoring of the implementation during the course of study would be necessary. Lastly, the affective and social aspects of OCLA manifested in group forum discussions and critiques as well as self and peer assessment would also need to be addressed, by means of involving students in the discussion of various ways of expressing opinions, agreement, disagreement, asking questions, debating, etc. to achieve different communicative purposes.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم العلاقات العامة يختتم فعاليات محطات فتية الكفيل الثقافية في محافظة نينوى

ما الخدمات التي قدّمها موكب أشبال الطفّ لزائري عاشوراء؟

العتبة العباسية المقدسة تنظّم مسيرات عزائية لإحياء ذكرى عاشوراء في نينوى

قسم الشؤون الفكرية يحيي ذكرى استشهاد الإمام الحسين (عليه السلام) في القارة الإفريقية

المزيد

الآخبار الصحية

تناول الجبن.. مفيد للجسم أم خطر يهدد صحتك؟

طبيبة أسنان تحذر.. لا تتجاهل هذه العلامة بعد التنظيف

يجب أن تأكل المزيد من الشمام هذا الصيف.. إليك السبب ؟

تأثير صحي كبير.. كم بيضة يجب أن تتناول يوميا؟

المزيد

الآخبار التكنلوجية

أداء خلايا البيروفسكايت الشمسية تحت الماء قد يزيد كفاءة تحويل الكهرباء

مسافة الأمان: أساس القيادة الآمنة وتجنب الحوادث

هل القيادة السريعة تعني استهلاك اكثر للوقود؟

لماذا يعتبر كوكب المريخ غير صالح للحياة؟

المزيد

مواضيع ذات صلة

Appendix Taxonomy for Design Assessment

Conclusions of The Impact of Assessment Modes on Collaborative Group Design Projects

A SOLO taxonomy of achievement in student design projects

The collaborative structures of Atelier Geelong teams

Atelier Geelong The assessment of a group design project

The Impact of Assessment Modes on Collaborative Group Design Projects Establishing best-practice principles for the teaching and assessment of group design projects

Analysis of reflective texts

Analysis of language used in discussion forum

Content analysis of forum discussions

Students suggestions

Comparing first and third-year students

Overall positive experiences