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dc.contributor.authorEllis, Robert
dc.contributor.authorHan, Feifei
dc.date.accessioned2020-08-12T01:53:24Z
dc.date.available2020-08-12T01:53:24Z
dc.date.issued2020
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602938.2020.1788504
dc.identifier.urihttp://hdl.handle.net/10072/396439
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge: Taylor & Francis Group
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390303
dc.subject.keywordsSocial Sciences
dc.subject.keywordsAssessment in new ways
dc.subject.keywordscollaborative patterns
dc.subject.keywordsstudent approaches to learning research
dc.subject.keywordsEducational Research
dc.titleAssessing university student collaboration in new ways
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationEllis, R; Han, F, Assessing university student collaboration in new ways, Assessment & Evaluation in Higher Education, 2020
dc.date.updated2020-08-12T01:32:50Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in Assessment & Evaluation in Higher Education, 08 Jul 2020, copyright Taylor & Francis, available online at: https://doi.org/10.1080/02602938.2020.1788504
gro.hasfulltextFull Text
gro.griffith.authorEllis, Robert
gro.griffith.authorHan, Feifei D.


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