Conclusions and implications of Online Collaborative Learning and Assessment
المؤلف:
Winnie Cheng & Martin Warren
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P211-C18
2025-07-07
465
Conclusions and implications of Online Collaborative Learning and Assessment
In conclusion, the study has confirmed the value of interactive, engaging and assessed collaborative learning tasks integrated into the curriculum to promote online learning, not to mention that attendance in the online learning platform was 100%. Learning has been found to be independent, interactive, collaborative and active, and learners have become much more critical in applying subject knowledge to solving problems in the online discussion tasks.
Online collaborative learning and assessment in this study has achieved the goals of encouraging greater collaboration and interactivity, developing particular learning skills which can be reinforced through online collaborative assessment, assessing process and product more fairly and consistently by providing opportunities for the teacher and students to negotiate ideas and comments, fostering skills of peer-assessment and self-assessment, encouraging active and flexible learning, facilitating a deep learning approach, and enhancing relationships within groups.
What is the way forward? First of all, this study suggests that this innovative teaching, learning and assessment methodology could be applied to other fields of academic study. Depending on the nature of the disciplines and subjects, the OCLA taxonomy would be modified accordingly; and once that is done, it could have wider applications in higher education. Second, the implementation of OCLA could be more carefully planned, for instance, to define and communicate to all parties at the outset the respective roles and expectations of teacher and learner in the OCLA process (Youngblood et al., 2001), the OCLA assessment framework illustrated with examples taken from previous portfolios, and so on. Third, more awareness training and closer monitoring of the implementation during the course of study would be necessary. Lastly, the affective and social aspects of OCLA manifested in group forum discussions and critiques as well as self and peer assessment would also need to be addressed, by means of involving students in the discussion of various ways of expressing opinions, agreement, disagreement, asking questions, debating, etc. to achieve different communicative purposes.
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