The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects functional on performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison 33 questionnaire observations, distributed over 10 groups in two research conditions (role nonrole) revealed no main for (grade). latent variable was interpreted as perceived efficiency (PGE). Multilevel...

Abstract In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment a computer supported collaborative learning (CSCL) environment. An approach chosen which operationalized assignments and tools that were embedded course material. The concerned higher education case‐based virtual seminar, students asked conduct research write report small multidisciplinary teams. contained discussion criteria, group fellow writing an report. A list...

Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives learning from collaboration, approaches to scaffold (script) collaborative process, most recently methodology. In contrast, issue of assessment received much less attention. This article discusses how addressed, provides a perspective what could be assessed, highlights limitations current approaches. Since is demanding experience for teachers...

<p>This paper reports on a literature review of the concept “Digital Natives” and related terms. More specifically, it idea homogeneous generation prolific skilled users digital technology born between 1980 1994. In all, 127 articles published 1991 2014 were reviewed. On basis findings, there appears to be no commonly-accepted definition Native”. The varies among individuals, societies, regions nations, also over time. Moreover, are number variables other than age that may help us...

Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations students’ domain-specific abilities (e.g. knowledge and/or skills) and effort they invest into collaboration (b) teachers’ limited about how assess learning, main challenges arise. The first challenge concerns ensuring construct validity of assessment methods, that is, whether an accurately measures abilities. second originates from potential...

Collaborative learning can, if designed and implemented properly, contribute to student outcomes prepare them for teamwork. However, the design implementation of collaborative in practice depend on beliefs lecturers about teaching general, particular. One hundred fifteen higher education completed a survey practices beliefs. Additionally, 10 participated semi-structured interview. Lecturers considered be complicated. Their contribution (a) (b) motivation were more positive than effort that...

This study investigates the impact of secondary school students' perceptions mathematics teachers' formative assessment practices and feedback delivery on their use, performance. The sample consisted 2767 Form 3 (Grade 11) students from 48 schools in Tanzania. Surveys focus group discussions were used to measure assessment, delivery, use. Structural Equation Modelling (SEM) survey data showed that quality teacher perceived scaffolding positively predicted use whereas monitoring negatively In...

Despite a growing interest in instructional feedback, students' feedback perceptions received limited attention. We examined the structural validity and measurement invariance of Feedback Perceptions Questionnaire (FPQ). The FPQ measures terms perceived fairness, usefulness, acceptance, willingness to improve, affect. Secondary school students (N = 1486) fictional scenario containing Concise General or Elaborated Specific by peer. Students rated their as if they had themselves. Confirmatory...