Global virtual teams in education: Do peer assessments motivate student effort?

Román-Calderón, Juan Pablo; Robledo-Ardila, Cristina; Vélez-Calle, Andrés

doi:10.1016/j.stueduc.2021.101021

Cited by 10 publications

(9 citation statements)

References 42 publications

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“…As recently recognized by Stahl and Maznevski (2021) in the Journal of International Business Studies , the X-Culture project, which every year involves more than 1,000 GVTs in a controlled lab setting involving hundreds of business schools from every continent, represents an ideal environment to expand our knowledge about GVTs (Taras et al , 2013). Its cross-national longitudinal database is the largest globally for GVTs, and it recently shined a new light on the relationships between highly relevant and general theoretical constructs, such as the team member’s academic pedigree and the team member’s job performance (Taras et al , 2021), peer evaluations and team performance (Tavoletti et al , 2019), peer evaluations and individual efforts (Román-Calderón et al , 2021), cultural intelligence and performance (Richter et al , 2021) and team charters and performance (Johnson et al , 2021).…”

Section: Discussionmentioning

confidence: 99%

From the periphery to the centre: a bibliometric review of global virtual teams as a new ordinary workplace

Tavoletti

Taras

2022

MRR

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Purpose This study aims to offer a bibliometric analysis of the already substantial and growing literature on global virtual teams (GVTs). Design/methodology/approach Using a systematic literature review approach, it identifies all articles in the Web of Science from 1999 to 2021 that include the term GVTs (in the title, the abstract or keywords) and finds 175 articles. The VOSviewer software was applied to analyze the bibliometric data. Findings The analysis revealed three dialogizing research clusters in the GVTs literature: a pioneering management information systems and organizational cluster, a general management cluster and a growing international management and behavioural studies cluster. Furthermore, it highlights the most cited articles, authors, journals and nations, and the network of strong and weak links regarding co-authorships and co-citations. Additionally, this study shows a change in research patterns regarding topics, journals and disciplinary approaches from 1999 to 2021. Finally, the analysis illustrates the position and centrality in the network of the most relevant actors. Practical implications The findings can guide management practitioners, educators and researchers to the most meaningful clusters of publications on GVTs, and help navigate and make sense of the vast body of the available literature. The importance of GVTs has been growing in the past two decades, and Covid-19 has accelerated the trend. Originality/value This study provides an updated and comprehensive systematic literature review on GVTs. To the best of the authors’ knowledge, it is also the first systematic literature review and bibliometry on GVTs. It concludes by suggesting future research paths.

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Section: Discussionmentioning

confidence: 99%

From the periphery to the centre: a bibliometric review of global virtual teams as a new ordinary workplace

Tavoletti

Taras

2022

MRR

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“…In the next stage, peer assessment directly impacts increasing the motivation of student efforts. Not just in the physical, academic environment, peer assessment of the context of online learning in Calderon's research is an effective and useful way to improve the individual efforts of global virtual team members (Román-Calderón et al, 2021). Similarly, De Brun's research with his team shows that peer assessment is a valuable learning experience as part of training critical skills research and development methods for students (De Brún et al, 2022).…”

Section: Construction Of a Knowledge Society-based Pai Learning Model...mentioning

confidence: 96%

Construction of PAI Learning Model Based on Knowledge Society at UIN Satu Tulungagung and IAIN Kediri, Indonesia

Tsani,

Sufirmansyah

2023

QLMN

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This article aims to explore the construction of knowledge society-based PAI learning models in Islamic Religious Colleges (PTKI). This article was compiled based on qualitative research with a case study type. The locus of this research is UIN SATU Tulungagung and IAIN Kediri. Data collection methods used by researchers are interviews, observation, and documentation. The data analysis technique in this study is descriptive-analysis and content analysis. The flow used in interpreting this research is a qualitative data analysis technique with an interactive model proposed by Miles-Huberman, including the stages of data collection, reduction, data display, and conclusion drawing. This article concludes that the competence of lecturers in the use of IT and the various competencies of students are still the biggest obstacles faced by UIN SATU Tulungagung and IAIN Kediri in implementing knowledge society-based PAI learning. In addition, the academic culture on both campuses has not run optimally. The two campuses have the same construction of the knowledge society-based Islamic education learning model, especially in terms of enforcing academic freedom in the lecture process, routinely discussing Islamic religious education lecturers to equalize perceptions in providing inclusive PAI material within the moderation frame, and optimizing the use of IT for Islamic Islamic education lectures. What makes the difference is that UIN SATU Tulungagung implements knowledge society-based PAI learning by applying a collaborative learning model to the lecture process. Meanwhile, IAIN Kediri focuses on implementing the cooperative learning model to optimize PAI learning in the classroom.

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“…Ref. [50] concluded that the more abrupt the decrease in peer assessments, the more pronounced the rate of change in effort. Ref.…”

Section: Current Practice In Peer Rating Assessmentmentioning

confidence: 99%

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Ortega,

Martín,

González-Ávila

2024

Education Sciences

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Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills.

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Global virtual teams in education: Do peer assessments motivate student effort?

Cited by 10 publications

References 42 publications

From the periphery to the centre: a bibliometric review of global virtual teams as a new ordinary workplace

From the periphery to the centre: a bibliometric review of global virtual teams as a new ordinary workplace

Construction of PAI Learning Model Based on Knowledge Society at UIN Satu Tulungagung and IAIN Kediri, Indonesia

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

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