| dc.creator |
Lúcia Pombo |
|
| dc.creator |
Maria João Loureiro |
|
| dc.date |
2013-07-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:30:52Z |
|
| dc.date.available |
2015-07-20T22:30:52Z |
|
| dc.identifier |
1867-5565 |
|
| dc.identifier |
10.3991/ijac.v6i2.2829 |
|
| dc.identifier |
https://doaj.org/article/ad6c61bafa254ea3948164a9161a7cef |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22353 |
|
| dc.description |
This paper presents an innovative longitudinal study developed during three years, using a design-based approach consisting of four phases. Taking into account the analysis of studentsཿ behavior and opinions, teachers re-designed the peer assessment (PA) strategies used in the context of a Distance Education blended learning module, of a Doctoral Program, in order to improve the effectiveness of studentsཿ learning. The designed cycle allowed, for instance, the identification of problems, such as the lack of studentsཿ familiarity with PA, the design/adaptation of assessment frameworks and therefore practical solutions were implemented and evaluated. The results show that the applied solutions were valued by the PhD students. Moreover the PA tasks fostered constructive criticism, collaboration and active involvement of students in their own and their peersཿ learning process. Although the developed PA strategies were efficient, in the described context, their applicability should be analyzed in similar environments. |
|
| dc.language |
English |
|
| dc.publisher |
kassel university press GmbH |
|
| dc.relation |
http://journals.sfu.ca/onlinejour/index.php/i-jac/article/view/2829 |
|
| dc.relation |
https://doaj.org/toc/1867-5565 |
|
| dc.rights |
CC BY |
|
| dc.source |
International Journal of Advanced Corporate Learning (iJAC), Vol 6, Iss 2, Pp 9-15 (2013) |
|
| dc.subject |
peer assessment, effective learning, blended learning, design-based approach |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Using Peer Assessment for Promoting the Learning Process in a Doctoral Blended Learning Program - A Longitudinal Design-based Research Approach |
|
| dc.type |
article |
|