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Peer Assignment Review Process for Collaborative E-learning: Is the Student Learning Process Changing?
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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2012 (English)In: International Journal of Advanced Computer Science and Applications, ISSN 2158-107X, Vol. 3, no 12, 149-155 p.Article in journal (Refereed) Published
Abstract [en]

In recent years collaborative e-learning has been emphasized as a learning method that has facilitated knowledge construction and supported student learning. However some universities especially in developing country contexts are struggling to attain minimal educational benefits from its adoption and use. This paper investigates the application of a peer assignment review process for collaborative e-learning to third year undergraduate students. The study was aimed at evaluating the effect of the peer assignment review process on the student learning process. Data was collected using a survey questionnaire and analysed using SPSS Version 16.0. While the student reported positive impact of the peer assignment review process in terms of facilitating students to put more effort and improve their work; quick feedback on their assignments; effective sharing and development of knowledge and information and the need of computer competence to manipulate the peer assignment review system, analysis of the quantitative data indicated that the process had limited effect on the learning process. This is attributed to lack of review skills, absence of lecturer scaffolding, low ICT literacy levels and change management.

Place, publisher, year, edition, pages
2012. Vol. 3, no 12, 149-155 p.
National Category
Information Systems Learning
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-83378OAI: oai:DiVA.org:su-83378DiVA: diva2:575483
Available from: 2012-12-10 Created: 2012-12-10 Last updated: 2013-01-07Bibliographically approved
In thesis
1. A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
Open this publication in new window or tab >>A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is an increasing need, driven by the job market, for quality education and that requires expertise which is continuously being developed. The integration of e-learning into the education system is viewed as one way to meet this growing need for high-quality education. In developing country contexts, however, where there is a genuine need to join the knowledge society there is limited knowledge about the use of e-learning to facilitate learning. In fact, the actualization of e-learning for this purpose is very limited and in some cases lacking altogether.

This thesis is about how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country context. The main research question to be answered is how collaborative e-learning support can student learning at the university level in Uganda. In an effort to answer this research question three exploratory case studies were carried out at Makerere University, Uganda. A mixed-methods approach was adopted to collect data and analyse the findings. The thesis explores an approach to supporting students' learning, a peer assignment review process model for collaborative e-learning employing development research. The model uses students to support each other’s learning through four process stages: familiarization, assignment, review and feedback.

Initial findings indicate that the current learning and teaching environment challenges the adoption and effective use of collaborative e-learning to support student learning. This is mainly attributed to the pedagogical culture and curriculum which is predominantly traditional, lecturers’ ability to use ICT pedagogy effectively, and the readiness of the environment to support collaborative e-learning. Notwithstanding the challenges, it was established that the peer assignment review process model for collaborative e-learning facilitated the students' learning. Students were able to participate actively in the course, gain experience in critical reading and evaluating peers' work, and reflect on their own work.

This thesis provides a practical approach for designing and implementing collaborative e-learning approaches to support student learning at the university level in a developing country context. It further highlights factors that are pertinent to supporting and sustaining student learning in a collaborative e-learning environment under the following categories: Institutional Readiness (44 factors), Technology/Infrastructure Readiness (40 factors) and Pedagogical Change (45 factors).

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2012. 107 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-001
National Category
Information Systems Computer and Information Science
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-83302 (URN)978-91-7447-614-9 (ISBN)
Public defence
2013-01-17, sal C, Forum 100, Isafjordsgatan 39, Kista, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 7: Accepted.

Available from: 2012-12-27 Created: 2012-12-07 Last updated: 2013-01-23Bibliographically approved

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