Problems Associated With Evaluating Student Performance In Groups

King, Paul E.; Behnke, Ralph R.

doi:10.3200/ctch.53.2.57-61

Cited by 35 publications

(25 citation statements)

References 19 publications

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“…Instructors play a role in monitoring team performance and providing assistance and feedback to assess students’ interpersonal and team skills (Choi & Ro, 2012; Johnson & Johnson, 1999). As part of this monitoring role, it seems plausible for educators to collaborate with students through facilitation (contributing structure and resources) and mentoring (supplying instructions and suggestions; King & Behnke, 2005; Tideswell, 2005). Supporting this idea, Coker and Davies (2006) state that there is no replacement for hands-on training before a project commences.…”

Section: Discussionmentioning

confidence: 99%

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

Swaim

Henley

2016

Journal of Management Education

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Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual student outcome valence on goal commitment for assigned team projects. Data were collected from upper-division students majoring in business administration at a large public university to examine the roles that instructors and students alike can play in increasing individual student commitment for assigned team projects. Results indicate that both instructor collaborative assistance and rational persuasion are related to individual student value placed on assigned team projects and also that this value affects overall project goal commitment. We suggest these results provide insights to assist instructors and students for increasing overall levels of student goal commitment in assigned team projects.

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Section: Discussionmentioning

confidence: 99%

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

Swaim

Henley

2016

Journal of Management Education

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“…The less frequent use of group project for collaborative learning probably has something to do with its relative unpopularity among students (King & Behnke, 2005;Pfaff & Huddleston, 2003) and instructors' tendency to play along. Besides typical issues in group work such as social loafing, personality dominance, and member conflict, students collaborating online need to deal with additional difficulties in coordinating group activities due to time zone difference, and in some cases, even cultural difference (Liu, 2010).…”

Section: Discussionmentioning

confidence: 99%

Distributed Collaborative Learning in Online LIS Education: A Curricular Analysis

Liu

2012

IISIT

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This paper reports a case study of distributed collaborative learning in online library and information science (LIS) education using the method of quantitative curricular analysis. A total of 148 public course syllabi of Spring 2010 from a major LIS program in the western region of the United States were scrutinized to collect relevant data. The study finds that distributed collaborative learning is a prominent component of online LIS education, with discussion forums heavily used and group projects employed to a less degree. Part-time instructors are more likely to make forum posting mandatory, require weekly forum postings, and assign greater grading points to participation in forum discussion. Online forums are typically used for discussing assigned topics, book titles, or cases. More than 79% of group project assignments are about developing a solution, and full-time instructors are more likely to utilize this instructional tactic.

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“…These goals can be accomplished by charting out exercises and facilitating lively classroom discussions throughout the semester. Second, whereas literature shows that group projects can yield mixed results in terms of learning outcomes, the majority of research favors the idea of creating a realistic "business-like" environment in the classroom, which projects provide (King & Behnke, 2005). By introducing an analogy of a firm with its employee teams to a classroom with its student groups, this article contends that help seeking is an important variable to establish group cohesion.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Catch It If You Can

Krishen

2013

Journal of Marketing Education

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This article proposes a theory-based contagious motivation model focusing on enhancing student perceptions of group projects and ultimately course satisfaction. Moreover, drawing from both pedagogical and organizational behavior literatures, a model is presented that ties together intrinsic motivation theory with social contagion and contextualizes these within the conceptual methodology of group projects in a classroom. The structural equation model is tested with an undergraduate student sample of 215 students and found to have adequate fit. The key implication of the model is that individual student motivation can be increased by fostering an active learning environment, and more importantly, group projects can create and foster positive motivation when properly implemented by educators.

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Problems Associated With Evaluating Student Performance In Groups

Cited by 35 publications

References 19 publications

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

Distributed Collaborative Learning in Online LIS Education: A Curricular Analysis

Catch It If You Can

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