Student experiences of self-refl ection and peer assessment in providing authentic project- based learning to large class sizes

Facilitating Learning in the 21st Century: Leading Through Technology, Diversity and Authenticity

Volumn , Issue , 2013, Pages 117-136

  Rienties, Bart ^a   Willis, Anthony ^a   Alcott, Peter ^a   Medland, Emma ^b  

^a UNIVERSITY OF SURREY   (United Kingdom)

^b KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892447263     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-6137-7_7     Document Type: Chapter

References (50)

1. Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: A theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321-336.
2. Arts, J. A., Gijselaers, W. H., & Boshuizen, H. (2006). Understanding managerial problem-solving, knowledge use and information processing: Investigating stages from school to the workplace. Contemporary Educational Psychology, 31(4), 387-410.
3. Belei, N., Noteborn, G., & De Ruyter, K. (2009). Cross-world branding - One world is not enough. In C. Wankel & J. Kingsley (Eds.), Higher education in virtual worlds: Teaching and learning in second life (pp. 115-139). Bingley: Emerald Group Publishing.
4. Biggs, J., & Tang, C. (2007). Teaching for quality learning at University (3rd ed.). Maidenhead: Open University Press.
5. Bloxham, S., & West, A. (2004). Understanding the rules of the game: marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment & Evaluation in Higher Education, 29(6), 721-733.
6. Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Oxon: Routledge.
7. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191-206.
8. Brew, A. (1999). Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 24(3), 291-301.
9. Brew, A., & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29(3), 261-273.
10. Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education, 34(1), 79-89.
11. Carless, D., Salter, D., Yang, M., & Lam, J. (2010). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407.
12. Caspi, A., Gorsky, P., & Chajut, E. (2003). The influence of group size on nonmandatory asynchronous instructional discussion groups. The Internet and Higher Education, 6(3), 227-240.
13. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15-42.
14. De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: A business and management perspective. Innovations in Education and Teaching International, 38(2), 165-174.
15. Den Bosch, H. (2008). A strategy for business education in a changing world. In N. P. Barsky, M. Clements, J. Ravn, & K. Smith (Eds.), The power of technology for learning (Vol. 1, pp. 191-217). Dordrecht: Springer.
16. Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350.
17. Duncan, N. (2007). ‘Feed-forward’: Improving students’ use of tutors’ comments. Assessment & Evaluation in Higher Education, 32(3), 271-283.
18. Gallego, A., & Casanueva, C. (2009). Business learning in large groups: Experimental results of problem-based learning. In P. Daly & D. Gijbels (Eds.), Real learning opportunities at business school and beyond (Vol. 2, pp. 39-51). Dordrecht: Springer.
19. Gerken, M., Rienties, B., Giesbers, B., & Konings, K. D. (2012). Enhancing the academic internship learning experience for business education - A critical review and future directions. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (Vol. 4, pp. 7-22). Dordrecht: Springer.
20. Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A metaanalysis. Review of Educational Research, 66(4), 507-542.
21. Hew, K., & Cheung, W. (2010). Higher-level knowledge construction in asynchronous online discussions: An analysis of group size, duration of online discussion, and student facilitation techniques. Instructional Science, 39(3), 303-319.
22. Hounsell, D. (2007). Towards making a more sustainable feedback to students. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 101-113). London: Routledge.
23. Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
24. Lowry, P. B., Roberts, T. L., Romano, N. C., Jr., Cheney, P. D., & Hightower, R. T. (2006). The impact of group size and social presence on small-group communication: Does computermediated communication make a difference? Small Group Research, 37(6), 631-661.
25. Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35(2), 141-185.
26. Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2), 159-171.
27. Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students’ learning experiences. European Journal of Education, 29(3), 323-338.
28. Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
29. Office of National Statistics. (2012). Graduates in the labour market: Unemployed graduates double. Available from http://www.ons.gov.uk/ons/rel/lms/labour-market-statistics/january-2012/index.html
30. Price, M., O’Donovan, B., Rust, C., & Carroll, J. (2008). Assessment standards: a manifesto for change. Brookes eJournal of Learning and Teaching, 2(3), Online.
31. Price, M., Carroll, J., O’Donovan, B., & Rust, C. (2010). If I was going there I wouldn’t start from here: a critical commentary on current assessment practice. Assessment & Evaluation in Higher Education, 36(4), 479-492.
32. Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 96-115.
33. Rienties, B., & Townsend, D. (2012). Integrating ICT in business education: using TPACK to reflect on two course redesigns. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (Vol. 4, pp. 141-156). Dordrecht: Springer.
34. Rienties, B., Giesbers, B., Tempelaar, D. T., Lygo-Baker, S., Segers, M., & Gijselaers, W. H. (2012). The role of scaffolding and motivation in CSCL. Computers in Education, 59(3), 893-906.
35. Rusman, E., Van Bruggen, J., Corvers, R., Sloep, P., & Koper, R. (2009). From pattern to practice: Evaluation of a design pattern fostering trust in virtual teams. Computers in Human Behavior, 25(5), 1010-1019.
36. Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
37. Sambell, K., & McDowell, L. (1998). The construction of the hidden curriculum: Messages and meanings in the assessment of student learning. Assessment & Evaluation in Higher Education, 23(4), 391-402.
38. Schellens, T., & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers in Education, 46(4), 349-370.
39. Simons, M., & Elen, J. (2007). The ‘research-teaching nexus’ and ‘education through research’: An exploration of ambivalences. Studies in Higher Education, 32(5), 617-631.
40. Struyven, K., Dochy, F., & Janssens, S. (2011). Explaining students’ appraisal of lectures and student-activating teaching: Perceived context and student characteristics. Interactive Learning Environments. doi:10.1080/10494820.10492010.10500084.
41. Tempelaar, D. T., Rienties, B., & Giesbers, B. (2009). Who profits most from blended learning? Industry and Higher Education, 23(4), 285-292.
42. Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students’ decisions for online learning, and what precedes those emotions. Internet and Higher Education, 15(3), 161-169.
43. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael: Autodesk Foundation.
44. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
45. Tosey, P., McDonnell, J., Dickenson, M., Comrie, A., & Lockwood, A. (2008). Learning to learn through supported enquiry project. Guildford: Higher Education Academy.
46. Tynjâlâ, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154.
47. Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Team learning beliefs & behaviour. Small Group Research, 37, 490-521.
48. Van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279.
49. Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment & Evaluation in Higher Education, 17(1), 45-58.
50. Willis, A., Alcott, P., & Rienties, B. (2011). Enhance group learning and personal development: The role of structure and peer feedback. In B. Rienties, S. Reeb-Gruber, P. Daly, & P. Van den Bossche (Eds.), Proceedings of the 18th EDINEB conference from innovation to Creme de la Creme education! (pp. 156-164). Lyons: FEBA ERD Press.