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Peer Evaluation in Blended Team Project-Based Learning; What Do Students Find Important?
PROCEEDINGS

, Seoul National University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Peer evaluation is an effective way for every student participates in the team project actively. However, peer evaluation is not willingly taken for lack of credibility. In this context, this paper investigates what students think important when they evaluate peers in team project learning and how it is different from teacher’s evaluation. For this study, an applicable message analysis framework was derived in inductive way first. And messages resulted from team project learning process were categorized by the message analysis framework. Each message type was analyzed with the students’ peer evaluation results and student achievement scores. The results showed that social, procedural, organizing messages were significantly correlated to peer evaluation. This implicates that students find social leadership such as organizing or coordinating ability important when they evaluate peers. Other results and significant implications were discussed.

Citation

Lee, H.J. (2009). Peer Evaluation in Blended Team Project-Based Learning; What Do Students Find Important?. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2838-2842). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2024 from .