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Peer-Review Participation & Procrastination: Implications for LMS Management
PROCEEDINGS

, University of Auckland Business School, New Zealand

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The university in this study has ~35,000 EFT enrolments, ~5,000 courses and as consequence ~200,000 students in courses (all semesters). The institution offers students considerable choice in the courses they select and in their sequences. It has been estimated there in excess of 10,000 different course profiles. In this paper we consider student procrastination, its impact on the university’s enterprise LMS, the findings of a student peer-review system for assignment marking and consider how this knowledge could assist in better management of institutional workloads and possibly better / deeper learning.

Citation

Jenkins, G. (2008). Peer-Review Participation & Procrastination: Implications for LMS Management. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1753-1759). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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  • Cecil: A learning Odyssey

    Donald Sheridan, University of Auckland, New Zealand; David White & Ken Kan, The University of Auckland, New Zealand

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1074–1082

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