Does Real-Time Collaboration Improve Student Assessment?

• In Event: Moving Beyond Traditional Assessment: Using Authentic Assessment in Online Learning Environments

Abstract

The theoretical framework for this study uses constructivism as basis for understanding how technology can support learning and be used for active, authentic and cooperative activities (Jonassen et al., 1999). If digital technologies enable students to construct
knowledge rather than simply acquire it from the outside world than our conception of technology integration would be based on a constructivist epistemology. Learners are
actively trying to organize and make sense of the information they acquire and construct their own meaning based on their prior experiences. Learning is then a result of construction, collaboration, recreation and negotiation within a rich context in which
learning is situated.


All participants were enrolled in a student teaching seminar course in a teacher credential program (n=36). Two groups of students were randomly assigned to use Google Docs or Microsoft Word as a way to collaborate on designing a lesson plan in their subject specific area. Both groups of students were asked to share their lesson plan with their group and provide feedback. Students in the experimental group were instructed to use Google docs to give feedback using online collaboration. Students in the control group were instructed to give feedback via track changes in Microsoft word. Both groups were given the same lesson plan template, rubric and directions. Students were not directed as to the type, quality or number of times they should provide feedback to their colleagues.

Data sources include students lesson plans with feedback, peer group evaluation, course feedback and instructors’ emails. Student lesson plans with feedback were examined to determine if differences existed between the control and experimental group. The number of responses from each group were calculated to determine if statistically significant differences existed in the number of comments between each group. In addition the types of questions asked in the feedback were analyzes to determine if differences existed based on the platform used. End of course evaluations were used to determine if differences existed in students satisfaction with the course. Emails to the course instructor were analyzed to determine what differences might exist between the two groups in terms of satisfaction with the assignment and support they might need.


Results from this study suggest students in the experimental group were more likely to engage in continuous feedback as measured by the number of times the author edited the document and changed content as a result of peer feedback. Statistically significant differences were found which suggest using digital tools can actively engage students and provide a deeper level of feedback. Feedback from the experimental group had significantly more open-ended questions, suggestions and specific feedback. Although course feedback revealed pre-service students were more satisfied with the course and the assignment as compared to the control group this finding was not significant. Moreover instructors email show more questions about using the tools from the experimental group than the control. This finding suggest that students need support in using digital tools. Peer group evaluations were significantly higher feedback ratings from the control group. Suggesting that students were more comfortable using traditional tools than web based applications. \

Author

• Patricia A. Dickenson, National University