Student experiences: Collaboration for group assignment in distance education

Soon, Lisa; Sarrafzadeh, Maryam

doi:10.1109/icetc.2010.5529352

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…They prefer to stay within a group as opposed to studying alone, because they can communicate with students from different backgrounds and open up about their problems in learning while receiving feedback and support from peers. This is quite different from the deeply held assumption that students do not like group work because there are issues such as unequal work allocation, free riders and managing various expectations (D'alessandro & Volet, 2012;Gammie & Matson, 2007;Soon & Sarrafzadeh, 2010). This study learned that students need better solutions in forming groups, setting group rules, getting tailored feedback from instructors and efficient communication.…”

Section: Group Work Is Where Everything Beginsmentioning

confidence: 76%

Personalising medical education: ePortfolios for workplace- based assessment

Philip¹,

Wozniak

Bowker

et al. 2022

APUBS

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There is much literature on the challenges of designing for and implementing ePortfolios. Issues include technology management and overcoming barriers to acceptance and usability. Yet as higher education practitioners we find ourselves continually stumbling over these issues. Through discussion of a work-in progress case study at a large Australian medical school, we raise some of the design and implementation issues that impacted integration and facilitation of an ePortfolio system. The system was created to support students’ personal learning, and evidencing and assessment of clinical competence. Recognising the importance of context, we focus on a Workplace Learning Portfolio (WLP) course, in which an ePortfolio system was adopted to support and deliver workplace-based assessments for students in Years 3 and 4 of a Doctor of Medicine (MD) program. Discussion centres around the promise and reality of concurrently implementing curriculum and technological change with a large cohort of domestic and international students. The complexity of using an ePortfolio system to identify students at risk of academic failure is raised, as is an example of unexpected student engagement with personalised learning.

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Section: Group Work Is Where Everything Beginsmentioning

confidence: 76%

Personalising medical education: ePortfolios for workplace- based assessment

Philip¹,

Wozniak

Bowker

et al. 2022

APUBS

View full text Add to dashboard Cite

show abstract

“…They prefer to stay within a group as opposed to studying alone, because they can communicate with students from different backgrounds and open up about their problems in learning while receiving feedback and support from peers. This is quite different from the deeply held assumption that students do not like group work because there are issues such as unequal work free riders and managing various (D'alessandro & Volet, 2012;Gammie & Matson, 2007;Soon & Sarrafzadeh, 2010). This study learned that students need better solutions in forming groups, setting group rules, getting tailored feedback from instructors and efficient communication.…”

Section: Group Work Is Where Everything Beginsmentioning

confidence: 76%

What learning means to you: Exploring the intersection between educational and digital lives of university students through digital narratives

Yu¹,

Bryant²

2019

APUBS

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The inclusive nature of the student experience in higher education has been recognised by a growing number of researchers (Arambewela & Maringe, 2012). Understanding how the whole experience is affected by students’ emotions, connections and use of technologies is essential for higher education providers and professionals in a post-digital context (Verdonck, Greenaway, Kennedy-Behr, & Askew, 2019). Conducted in 2018 and 2019, the Work. Live. Play. Learn (WLPL) project series collected digital stories from 143 university students about their technology empowered holistic learning experience. These stories covered topics around how students’ educational, digital and personal lives intersected with the use of social mediaand learning technologies. Apart from providing access to more expansive and accessible learning spaces, the use of technology also revealed the challenges in the transitive state many students are facing, such as social isolation, pressure and engagement with disciplines (Barnett, 2007). While exposing some complexity in their learning experience, the students also engaged in actively seeking for ways to better their own learning experience. The findings and digital narrative method in this study can be used sustainably in getting students’ feedback and understanding modern learning to design better educational experiences for students.

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The Adoption of Knowledge Management Development System in Nigeria Higher Education

C¹,

A²

2016

IJECS

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Student experiences: Collaboration for group assignment in distance education

Cited by 4 publications

References 10 publications

Personalising medical education: ePortfolios for workplace- based assessment

Personalising medical education: ePortfolios for workplace- based assessment

What learning means to you: Exploring the intersection between educational and digital lives of university students through digital narratives

The Adoption of Knowledge Management Development System in Nigeria Higher Education

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