Browse > Article
http://dx.doi.org/10.22156/CS4SMB.2022.12.03.158

Analysis of class satisfaction with Peer Evaluation in Collaborative Learning-based classes  

Jeong, Sun-Kyeong (University Innovation Center, Seoul National University)
Park, Nam-Su (Institute for Innovative Education, Sahmyook University)
Publication Information
Journal of Convergence for Information Technology / v.12, no.3, 2022 , pp. 158-170 More about this Journal
Abstract
The purpose of this study is to analyze class satisfaction with peer evaluation in Collaborative Learning-based classes. For collaborative learning-based classes, problem-based learning and project-based learning were selected. Educational implications were derived by designing Instructional procedures of Collaborative Learning-based classes, Peer evaluation types and questionnaire design, Peer evaluation progress of Collaborative Learning-based classes, Class satisfaction research and analysis In Collaborative Learning-based classes. The subjects of the study were participants in Collaborative Learning-based classes selected as problem-based learning and project-based classes. For class satisfaction with peer evaluation in Collaborative Learning-based classes, a survey was conducted on 168 participants A University in Korea. The research tool was designed as Learning procedures for peer evaluation Collaborative Learning-based classes is Team Building, Plan to the Task, To do Task, Mid-check on task, Task completion, Presentation & Evaluation, Reflection & Self-Evaluation. The content validity of items was confirmed by CVR of 12 experts. In the research results, the average class satisfaction of peer evaluation is 4.05(SD=91), followed by class concentration, diligence, voluntary, learning atmosphere. As a result of t-testing the difference in class type between collaborate learning-based classes, the satisfaction of PBL was higher than that of PjBL and a statistically significant difference was observed. The result of this study have significance in providing implications for class design and operation for the application and expansion of peer evaluation in higher education. However, there is a limit to generalization as a result of research using convenience.
Keywords
Higher education; Collaborative learning; Peer evaluation; Instructional procedures; Class satisfaction;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 E. B. Lee, O. H. Lee & S. S. Jang. (2015). The feasibility study of the use of self-evaluation and peer-evaluation in a computer practice class at higher education. The Journal of Educational Information and Media, 21(2), 65-89
2 H. Y. Hwang & H. R. Hahn. (2020). Comparative Study of Self, Peer, and Instructor assessment in a Single Paragraph Writing. Korean Journal of General Education, 14(1), 107-130.
3 E. S. Jeong. (2018). A Survey of Students' Perceptions Toward Peer Evaluation in the Team Project-based ACT course. Journal of Learner-Centered Curriculum and Instruction, 18(2), 771-794. DOI : 10.22251/jlcci.2018.18.1.771   DOI
4 Y. J. Kim & K. Y. Lim. (2019). Development Research of Peer Feedback System: Feedback between Teams in Project-Based Learning. The Journal of Educational Information and Media, 25(4), 627-655. DOI : 10.15833/KAFEIAM.25.4.627   DOI
5 S. Kim. (2019). The Relationship and Evaluation Criteria of Self Evaluation and Peer Evaluation based on Team Contribution in Problem-Based Learning (PBL): A Case Study of classes of History Education in College. EDUCATIONAL RESEARCH, 74, 71-94.   DOI
6 H. Won. (2018) A Study on the Effect of Intimacy of Peers on Task Activities in PBL Class : focused on cooperativeness and team contribution in peer evaluation. Teaching Korean as a Foreign Language, 50, 149-174. DOI : 10.21716/TKFL.50.149   DOI
7 J. Cooper & R. Mueck. (1990). Student involvement in learning: Cooperative learning and college instruction. Journal on excellence in college teaching, 1(1), 68-76.
8 Y. Lee. (2016). The Effect of Team-Formation and Collaborative Learning Style on College Students' Learning Outcomes: An Application of Team-based Learning Model. The Korea Educational Review, 22(4). 115-139.
9 D. W. Johnson & R. T. Johnson. (2004). Cooperation and the use of technology. Handbook of research on educational communications and technology, 785-811.
10 R. L. Oxford. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The modern language journal, 81(4), 443-456.   DOI
11 I, G, Kang. (2003). A Structural Comparison of Cooperative leaning and Collaborative Learning. The Research Institute of Korean Education, 18, 183-197.
12 S. J. Kim & S. H. Kim. (2017). Correlation between Tutor, Peer, Self-Evaluation and Paper Test in Problem-Based Learning. Journal of the Korea Academia-Industrial cooperation Society, 18(7), 275-283. DOI : 10.5762/KAIS.2017.18.7.275   DOI
13 H. C. Shin, H. G. Yun & K. S. Cho. (2013). Developing guidelines for designing efficient feedback in writing education system based on peer review. Jourmal of the HCI Society of Korea, 475-478
14 K. McCarthy, J. Reilly, L. McGinty & B. Smyth. (2004). Thinking positively-explanatory feedback for conversational recommender systems. In Proceedings of the European Conference on Case-Based Reasoning (ECCBR-04) Explanation Workshop, 115-124.
15 D. Blom & K. Poole. (2004). Peer assessment of tertiary music performance: Opportunities for understanding performance assessment and performing through experience and self-reflection. British Journal of Music Education, 21(1), 111-125.   DOI
16 I. A. Kang & E. S. Jung. (2010). A Qualitative Analysis on the Differences between The Student-Selected Teams and The Learning Style-based Teams in terms of Their Satisfactory Levels on the Learning Activities. The Korean Journal of Educational Methodology Studies, 22(3), 67-95.   DOI
17 S. W. Kim, S. S. Kim, C. J. Hyuck & S. B. Lee. (2017). An Analysis of Secondary School Teachers' Evaluation Professionality on Bloom's Taxonomy and Achievement Standards. Journal of Educational Evaluation, 30(2), 173-197.
18 K. H. Lee, H. Y. Kang, E. S. Ko, D. H. Lee, B. Shin, H. C. Lee & S. H. Kim. (2016). Exploration of the direction for the practice of process-focused assessment. Journal of Educational Research in Mathematics, 26(4), 819-834.
19 J. D. Karpicke & H. L. Roediger. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.   DOI
20 M. J. Kim. (2012). Developing and Validating a Multi-purpose Peer Assessment System for University Education. Journal of Korean Association for Educational Information and Media, 18(4), 468-491.
21 E. C. Lee. (2019). Analysis of the Characteristics of Free-riding Learner in Online Collaborative Learning. JOURNAL OF THE KOREA CONTENTS ASSOCIATION. 19(10), 385-396.   DOI
22 G. Ruel, A. Nauta & N. Bastiaans. (2003). Free-riding and team performance in project education. s.n. University of Groningen. 1-21.
23 S. J. Chea. (2006). A study on concordance of student assessment in Problem Based Learning of medical schools-focused on the tutor, peer, self-assessment. The Journal of Yeolin Education, 14(1), 331-349.
24 M. K. Lee. (2016). The effects of college English classes using cooperative learning on students' English proficiency and social skills. The English Teachers Association in Korea, 22(2), 213-236.
25 M. A. Lee. (2017). University Students' Perceptions on the Level of Basic Elements Embedded in Cooperative Learning and Class Satisfaction. Journal of Educational Innovation Research, 27(1), 115-132. DOI : 10.21024/pnuedi.27.1.201703.115   DOI
26 H. H. Kim. (2019). A Study on the Effects of Collaborative Learning in 4-year University in Korea. The Journal of Korean Teacher Education, 36(4), 205-233. DOI : 10.24211/tjkte.2019.36.4.205   DOI
27 Y. H. Lee & J. Yun. (2021). University Class Model using Peer Assessment Based on Collective Intelligence : Focusing on the case of Dankook University. Journal of Education & Culture, 27(5), 163-190 DOI : 10.24159/joec.2021.27.5.163   DOI
28 J. Y. Park & J. A. Park. (2018). The Current State and Prospects of Peer Assessment. KOREAN JOURNAL OF COGNITIVE SCIENCE, 29(2), 85-104. DOI : 10.19066/cogsci.2018.29.2.001   DOI
29 S. J. Chae. (2004). A study on reliability and validity of student assessment in problem based learning -focused on the case of a medical college, Unpublished doctoral dissertation, Sungshin Women's University.
30 S. W. Um. (2019). A Study on the Model of Korean Writing Course Using Flipped Learning. The Korean Journal of Literacy Research, 10(1), 61-83.   DOI
31 S. J. Kwon. (2015). The Design Research of Awareness Information Using Learning Analytics in Computer-Supported Collaborative Learning. Asia pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 5(5), 351-359. DOI : 10.14257/AJMAHS.2015.10.16.   DOI
32 H. S. Kang. (2020). Perceptions on Peer Assessment in a University Elective Course. Journal of Learner-Centered Curriculum and Instruction, 20(8), 167-189. DOI : 10.22251/jlcci.2020.20.8.167   DOI
33 Y. S. Chae. (2017) Case study on Game Production Project Class with Project-Based Learning. The Journal of Image and Cultural Contents, 13, 55-69. DOI : 10.24174/jicc.2017.12.13.55   DOI
34 E. J. Oh. (2019). Research on the Effectiveness of Peer Instruction and Students' Involvement. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 9(7), 199-208. DOI : 10.35873/ajmahs.2019.9.7.018   DOI
35 P. Dillenbourg. (1999). What do you mean by collaborative learning? In P. Dillenbourg(Ed.), Collaborative-learning: Cognitive and Computational Approaches. Oxford; UK, Elsevier Publishing.
36 H. Jung & S. Woo (2021). Developing of Facilitating-chatbot on Computer Supported Collaborative Learning and Usability Evaluation. Journal of Digital Contents Society, 22(7), 1049-1057. DOI : 10.9728/dcs.2021.22.7.1049   DOI
37 Y. J. Joo & K. Y. Go. (2016). The effects of achievement motivation, quality of teaching and learning, students' approaches to learning and peer interaction on outcomes of collaborative learning. Korean Association For Learner-Centered Curriculum And Instruction, 16(3), 85-103.
38 J. W. Thomas. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
39 K. J. Topping. (2009). Peer assessment. Theory into practice, 48(1), 20-27.   DOI
40 Y. O. Nam & B. M. Yu. (2016). An Analysis of Structural Relationship of Team Members Characteristics, Team Mental Model and Team Effectiveness Depending on Team Activity Style. Journal of Learner-Centered Curriculum and Instruction, 16(9), 517-541. DOI : 10.22251/jlcci.2016.16.9.517   DOI
41 H. J. Choi. (2021). Effects of Simulation Practice Applying Team-Based Collaborative Learning: Focusing on Advanced Life support. The Journal of Learner-Centered Curriculum and Instruction, 21(17), 343-354.   DOI
42 M. Scardamalia & C. Bereiter. (1994). Computer support for knowledge-building communities. The journal of the learning sciences, 3(3), 265-283.   DOI
43 R. E. Slavin. (2011). Cooperative learning. Learning and cognition in education, 160-166.
44 D. W. Johnson & R. T. Johnson. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of educational research, 66(4), 459-506.   DOI
45 K. A. Van Lehn, M. T. H. Chi, W. Baggett & R. C. Murray. (1995). Progress report: Towards a theory of learning during tutoring. Pittsburgh, PA: Learning Research and Development Center. University of Pittsburgh.
46 J. R. Graham & K. Barter. (1999). Collaboration: A social work practice method. Families in society, 80(1), 6-13.   DOI
47 S. A. Kyun, Y. J. Yang & H. R. Jung. (2018). Analyses of the university professors' recognition on the introduction of new technologies to universities and the transformation of the current university system in the 4th industrial revolution era. Asia pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(8), 873-882. DOI : 10.21742/AJMAHS.2018.08.41   DOI
48 R. A. Schmidt & R. A. Bjork. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological science, 3(4), 207-218.   DOI
49 S. Gibb. (1999). The usefulness of theory: A case study in evaluating formal mentoring schemes. Human Relations, 52(8), 1055-1075.   DOI
50 S. J. Bae & J. Y. Park. (2016). The validity of using cumulative peer assessed scores for final grades in college courses, Korean Journal Of Cognitive Science, 27(2), 221-245. DOI : 10.19066/cogsci.2016.27.2.002   DOI
51 M. J. Kim. (2005). Peer assessment as a learning method : The effects of assessor and assessee's roles on meta cognition, performance, and motivation. Journal of Educational Technology, 21(4), 1-28.   DOI
52 H. J. Kim & S. Y. Chang. (2020). Effects of learners' participation in the development of evaluation criteria upon self-assessment and peer assessment: Focusing on higher education English literature classes. The Korea Association Of Foreign Languages Education, 27(3), 73-93. DOI : 10.15334/FLE.2020.27.3.73   DOI
53 M. S. Green, G. Harari & E. Kristal-Boneh. (1994). Excess winter mortality from ischaemic heart disease and stroke during colder and warmer years in Israel: An evaluation and review of the role of environmental temperature. The European Journal of Public Health, 4(1), 3-11.   DOI
54 E. J. Oh. (2019) Research on the Effectiveness of Peer Instruction and Students' Involvement. Asia pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 9(7), 199-208. DOI : 10.35873/ajmahs.2019.9.7.018   DOI
55 C. Kulkarni et al. (2013). Peer and self assessment in massive online classes. ACM Transactions on Computer-Human Interaction (TOCHI), 20(6), 1-31.   DOI
56 J. Fluckiger, Y. T. Y. Vigil, R. Pasco & K. Danielson. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College teaching, 58(4), 136-140.   DOI
57 Y. J. Kim. (2016). Effects of Providing Peer Feedback on Academic Self-efficacy, Academic Achievement and Satisfaction of Feedback Provider in Project-based Collaborative Learning. Doctoral dissertation. Ewha Womans University, Seoul.
58 K. Y. Yim. (2011). Self-efficacy in Group Investigation Collaborative Learning. Theory and practice of Education, 16(2), 19-36.
59 I. S. Park & M. S. Kim. (2021). A Case Study on the Operation of Process-Based Evaluationin COVID-19. Journal of Curriculum Integration, 15(2), 57-77. DOI : http://doi.org/10.35304/JCI.15.2.03   DOI