Issues

Journal & Issues

Volume 25 (2023): Issue 1 (March 2023)

Volume 24 (2022): Issue 1 (October 2022)

Volume 23 (2020): Issue 2 (December 2020)

Volume 23 (2020): Issue 1 (July 2020)

Volume 22 (2019): Issue 2 (December 2019)

Volume 22 (2019): Issue 1 (July 2019)

Volume 21 (2018): Issue 2 (December 2018)

Volume 21 (2018): Issue 1 (July 2018)

Volume 20 (2017): Issue 2 (December 2017)

Volume 20 (2017): Issue 1 (June 2017)

Volume 19 (2016): Issue 2 (December 2016)

Volume 19 (2016): Issue 1 (July 2016)

Volume 18 (2015): Issue 2 (December 2015)

Volume 18 (2015): Issue 1 (July 2015)

Volume 17 (2014): Issue 2 (December 2014)

Volume 17 (2014): Issue 1 (July 2014)

Journal Details
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English

Search

Volume 25 (2023): Issue 1 (March 2023)

Journal Details
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English

Search

1 Articles
Open Access

An analysis of team projects outcomes from student and instructor perspectives in online computing degrees

Published Online: 14 Mar 2023
Page range: 1 - 15

Abstract

Abstract

One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.

Keywords

  • International distance learning
  • Team/group work
  • Postgraduate
  • Social constructivism
  • Peer scoring
  • Synchronous teaching and learning
1 Articles
Open Access

An analysis of team projects outcomes from student and instructor perspectives in online computing degrees

Published Online: 14 Mar 2023
Page range: 1 - 15

Abstract

Abstract

One of the core aims of higher education degrees is to provide an environment for students to acquire essential skills that will help them in the workplace. Team working is one of those essential skill and it is also one that experience and research show is regularly resisted by students. This resistance can become even more amplified when the degree is delivered online, although some have pointed out that a good team provides much-needed community spirit and support in such environments. The purpose of this study is to review the delivery of a team assessment format that has been specifically designed for the online environment. The results presented provide insight into the student’s perspective on the delivery as well as the reflections of the instructors involved in the delivery. The overall outcome is positive for both parties and provides further guidance on implementation to ensure the pedagogical design continues to be viable. This includes insights into team composition, instructor involvement, and peer review scoring formats.

Keywords

  • International distance learning
  • Team/group work
  • Postgraduate
  • Social constructivism
  • Peer scoring
  • Synchronous teaching and learning

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