Digitala Vetenskapliga Arkivet

Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Modelling a Peer Assignment Review Process for Collaborative E-learning
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Vise andre og tillknytning
2012 (engelsk)Inngår i: Journal of Interactive Online Learning, ISSN 1541-4914, E-ISSN 1541-4914, Vol. 11, nr 2, s. 67-79Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

The educational culture in most developing countries is lecturer-centred with lecturers asproviders of information and students as receivers of information. This approach has impacted onstudent’s ability to seek and create knowledge to support their learning process. A collaborativelearning approach that promotes students process of inquiry, critical thinking and skilldevelopment thus lacks in the context, yet these aspects are crucial in the knowledge society. Ifuniversities in developing countries are to educate students to compete and become activeparticipants in society, the teaching and learning processes underpinned by relevant theories andmodels should be adopted. This paper proposes an approach to support students´ learning in adeveloping country context - Uganda. Specifically, the authors design and model a peerassignment review process for collaborative e-learning, employing the second stage ofdevelopment research. The model is based on using student to pedagogically support eachother’s learning through four process stages: familiarization, assignment, review and feedback.Empirical investigations of the process stages indicated that the peer assignment review processfacilitated the students learning. Students indicated that they were able to actively participate inthe course, gain experience in critical reading and evaluating peers work, while reflecting ontheir own work. The empirical investigation further indicated that students were able to adoptand use online technologies in their learning activities. As such the peer assignment reviewprocess impacted the students learning both as receivers and providers of reviews creating a levelof acceptance to adopt and use the proposed collaborative e-learning approach.

sted, utgiver, år, opplag, sider
2012. Vol. 11, nr 2, s. 67-79
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-83375OAI: oai:DiVA.org:su-83375DiVA, id: diva2:575463
Tilgjengelig fra: 2012-12-10 Laget: 2012-12-10 Sist oppdatert: 2018-06-05bibliografisk kontrollert
Inngår i avhandling
1. A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
Åpne denne publikasjonen i ny fane eller vindu >>A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

There is an increasing need, driven by the job market, for quality education and that requires expertise which is continuously being developed. The integration of e-learning into the education system is viewed as one way to meet this growing need for high-quality education. In developing country contexts, however, where there is a genuine need to join the knowledge society there is limited knowledge about the use of e-learning to facilitate learning. In fact, the actualization of e-learning for this purpose is very limited and in some cases lacking altogether.

This thesis is about how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country context. The main research question to be answered is how collaborative e-learning support can student learning at the university level in Uganda. In an effort to answer this research question three exploratory case studies were carried out at Makerere University, Uganda. A mixed-methods approach was adopted to collect data and analyse the findings. The thesis explores an approach to supporting students' learning, a peer assignment review process model for collaborative e-learning employing development research. The model uses students to support each other’s learning through four process stages: familiarization, assignment, review and feedback.

Initial findings indicate that the current learning and teaching environment challenges the adoption and effective use of collaborative e-learning to support student learning. This is mainly attributed to the pedagogical culture and curriculum which is predominantly traditional, lecturers’ ability to use ICT pedagogy effectively, and the readiness of the environment to support collaborative e-learning. Notwithstanding the challenges, it was established that the peer assignment review process model for collaborative e-learning facilitated the students' learning. Students were able to participate actively in the course, gain experience in critical reading and evaluating peers' work, and reflect on their own work.

This thesis provides a practical approach for designing and implementing collaborative e-learning approaches to support student learning at the university level in a developing country context. It further highlights factors that are pertinent to supporting and sustaining student learning in a collaborative e-learning environment under the following categories: Institutional Readiness (44 factors), Technology/Infrastructure Readiness (40 factors) and Pedagogical Change (45 factors).

sted, utgiver, år, opplag, sider
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2012. s. 107
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-001
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-83302 (URN)978-91-7447-614-9 (ISBN)
Disputas
2013-01-17, sal C, Forum 100, Isafjordsgatan 39, Kista, 13:00 (engelsk)
Opponent
Veileder
Merknad

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 7: Accepted.

Tilgjengelig fra: 2012-12-27 Laget: 2012-12-07 Sist oppdatert: 2018-01-12bibliografisk kontrollert

Open Access i DiVA

fulltext(267 kB)217 nedlastinger
Filinformasjon
Fil FULLTEXT01.pdfFilstørrelse 267 kBChecksum SHA-512
dfacd784bd9d67285609573132d3288302864d247525e82e49697f9786c7f54f3866f963b62309fa1a236a60ffa013033a96f7ddc426d8c33e774dd985eb0da6
Type fulltextMimetype application/pdf

Søk i DiVA

Av forfatter/redaktør
Kahiigi Kigozi, EvelynHansson, HenrikDanielson, Mats
Av organisasjonen
I samme tidsskrift
Journal of Interactive Online Learning

Søk utenfor DiVA

GoogleGoogle Scholar
Totalt: 217 nedlastinger
Antall nedlastinger er summen av alle nedlastinger av alle fulltekster. Det kan for eksempel være tidligere versjoner som er ikke lenger tilgjengelige

urn-nbn

Altmetric

urn-nbn
Totalt: 545 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf