Assessing university student collaboration in newways

Journal article


Ellis, Robert and Han, Feifei. (2021). Assessing university student collaboration in newways. Assessment and Evaluation in Higher Education. 46(4), pp. 509-524. https://doi.org/10.1080/02602938.2020.1788504
AuthorsEllis, Robert and Han, Feifei
Abstract

This study argues for the importance of using the different evidence to assess and evaluate a key graduate skill – collaboration. To do so, it investigates the experience of 356 first-year students in a blended course design and measures their collaborative patterns. Combining research methodologies from student approaches to learning and social network analysis, the results reveal evidence of different collaborative patterns across the population sample. The investigation uncovers contrasting groupings of students with deep and surface approaches to inquiry and to online learning technologies, positive and negative conceptions of the learning environment, and relatively higher or lower academic outcomes. These are discovered to logically relate to different collaborative patterns. The most effective collaboration strategies involve collaborating only as much as tasks needed, in smaller groups, and being reciprocal by accepting and inviting peers to work together. Effective collaboration strategies also include students positioning themselves to gather information easily in their collaboration networks and to develop closely knit collaborative groups. The results offer an evidence-base to identify different experiences of student learning and collaboration to improve program design and the attribute of collaboration, and to improve the concepts underpinning policy development for quality improvement of university graduates.

Keywordsassessment in new ways; collaborative patterns; student approaches to learning research; social network analysis
Year2021
JournalAssessment and Evaluation in Higher Education
Journal citation46 (4), pp. 509-524
PublisherRoutledge
ISSN0260-2938
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2020.1788504
Scopus EID2-s2.0-85087796262
Open accessPublished as green open access
Research or scholarlyResearch
Page range509-524
FunderAustralian Research Council
Author's accepted manuscript
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File Access Level
Open
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Jul 2020
Publication process dates
Deposited04 Aug 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP150104163
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