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Assessing online collaborative learning: process and product
ARTICLE

Computers & Education Volume 40, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The assessment of online collaborative study presents new opportunities and challenges, both in terms of separating the process and product of collaboration, and in the support of skills development. The purpose of this paper is to explore the role of assessment with respect to the processes and products of online collaborative study. It describes a qualitative case study of staff and students perspectives on two UK Open University courses which have used a variety of models of online collaborative assessment. The findings underline the importance of assessment in ensuring online participation, and in supporting the practice and development of online collaborative learning. They have led to a number of recommendations for the assessment of online collaborative learning.

Citation

Macdonald, J. (2003). Assessing online collaborative learning: process and product. Computers & Education, 40(4), 377-391. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(02)00168-9

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