Document Type
Conference Proceeding
Publisher
Assocation for the Advancement of Computing Education
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Communications and Multimedia
Abstract
In many higher education institutions, teamwork is considered an essential part of the syllabus in helping to promote deep and meaningful learning as well as professional skills such as communication, collaboration and leadership skills. However, in many cases students are unhappy with teamwork activities, as they consider the distribution of marks to be unfair. In many cases, team members are all allocated the same mark regardless of the amount of effort or quality of work contributed by each individual. This case study attempts to resolve these issues by presenting a self and peer assessment strategy (supported with online technology) to help redistribute marks within the team, based on individual performance and contributions.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: Luca, J. & McLoughlin, C. (2003). Making Teamwork Equitable with Online Technology: A Case Study. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2445-2448). Chesapeake, VA: AACE. Copyright by AACE. Reprinted from the Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 with permission of AACE (http://www.aace.org) Available here .