Home > Research > Publications & Outputs > The experience of collaborative assessment in e...

Research

Links

Text available via DOI:

View graph of relations

The experience of collaborative assessment in e-learning.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

The experience of collaborative assessment in e-learning. / McConnell, D.
In: Studies in Continuing Education, Vol. 24(1), 01.05.2002, p. 73-92.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

McConnell, D 2002, 'The experience of collaborative assessment in e-learning.', Studies in Continuing Education, vol. 24(1), pp. 73-92. https://doi.org/10.1080/01580370220130459

APA

McConnell, D. (2002). The experience of collaborative assessment in e-learning. Studies in Continuing Education, 24(1), 73-92. https://doi.org/10.1080/01580370220130459

Vancouver

McConnell D. The experience of collaborative assessment in e-learning. Studies in Continuing Education. 2002 May 1;24(1):73-92. doi: 10.1080/01580370220130459

Author

McConnell, D. / The experience of collaborative assessment in e-learning. In: Studies in Continuing Education. 2002 ; Vol. 24(1). pp. 73-92.

Bibtex

@article{3d1fe13f47db4e7da8e8bb0a31cfbb89,
title = "The experience of collaborative assessment in e-learning.",
author = "D McConnell",
note = "This paper is published in an international journal and was reviewed by two expert referees. It examines the use of collaborative forms of self-peer-tutor assessment in online learning environments in higher education and provides an original contribution to our understanding of online collaborative assessment methods. Data from interviews and online assessment processes is used to show that if online learners are asked to collaborate with each other in their studies and be involved in decision-making about the scope and content of their learning, they have to be involved in the assessment process. The paper makes a unique contribution to our understanding of online pedagogy by indicating that when online learners are given the power of self-management in their assessment, they become authentically engaged in what they do, and their motivation to study becomes strongly intrinsic, suggesting that this form of self-peer-tutor assessment is a necessary component in collaborative online learning. RAE_import_type : Journal article RAE_uoa_type : Education",
year = "2002",
month = may,
day = "1",
doi = "10.1080/01580370220130459",
language = "English",
volume = "24(1)",
pages = "73--92",
journal = "Studies in Continuing Education",
issn = "0158-037X",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - The experience of collaborative assessment in e-learning.

AU - McConnell, D

N1 - This paper is published in an international journal and was reviewed by two expert referees. It examines the use of collaborative forms of self-peer-tutor assessment in online learning environments in higher education and provides an original contribution to our understanding of online collaborative assessment methods. Data from interviews and online assessment processes is used to show that if online learners are asked to collaborate with each other in their studies and be involved in decision-making about the scope and content of their learning, they have to be involved in the assessment process. The paper makes a unique contribution to our understanding of online pedagogy by indicating that when online learners are given the power of self-management in their assessment, they become authentically engaged in what they do, and their motivation to study becomes strongly intrinsic, suggesting that this form of self-peer-tutor assessment is a necessary component in collaborative online learning. RAE_import_type : Journal article RAE_uoa_type : Education

PY - 2002/5/1

Y1 - 2002/5/1

U2 - 10.1080/01580370220130459

DO - 10.1080/01580370220130459

M3 - Journal article

VL - 24(1)

SP - 73

EP - 92

JO - Studies in Continuing Education

JF - Studies in Continuing Education

SN - 0158-037X

ER -