The Good and the Bad. An Evaluation of Project-based Learning with Peer Assessment in a Large Class Context
Files
Date
2020-01-07
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
To overcome the negative consequences associated with large class sizes and to support students in developing the necessary competences (e.g., critical thinking, problem-solving) a marketing course has been redesigned by implementing, as a voluntary course part, project-based learning with peer assessment (PBL&PA). This study aims to evaluate students’ perception towards PBL&PA using an online-questionnaire and students’ learning achievement using final grades. Among the 260 students who filled out the questionnaire, 47% participated in PBL&PA. Although students’ participation was initially extrinsically motivated, students mainly experienced learning and social benefits. Parts of the technical implementation, however, were judged negatively and team aspects generated mixed feelings. Examining students’ grades at the final exam uncovered that students who did not participate in any of the offered active learning tasks performed poorest while students who used all activities (clicker and PBL&PA) were best. In conclusion, goals of the implementation were met and usage is recommended.
Description
Keywords
Advances in Teaching and Learning Technologies, evaluation, large class-size, peer assessment, project-based learning
Citation
Extent
10 pages
Format
Geographic Location
Time Period
Related To
Proceedings of the 53rd Hawaii International Conference on System Sciences
Related To (URI)
Table of Contents
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.