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    Assessing personal learning in online collaborative problem solving

    Access Status
    Fulltext not available
    Authors
    Gibson, David
    Irving, L.
    Seifert, T.
    Date
    2018
    Type
    Book Chapter
    
    Metadata
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    Citation
    Gibson, D. and Irving, L. and Seifert, T. Assessing personal learning in online collaborative problem solving, in Shonfeld, M. and Gibson, D. (eds), Collaborative Learning in a Global World, pp. 231-248. Charlotte, NC: Information Age Publishing.
    Source Title
    Collaborative Learning in a Global World
    Faculty
    Curtin Learning and Teaching (CLT)
    School
    Learning Futures
    URI
    http://hdl.handle.net/20.500.11937/75872
    Collection
    • Curtin Research Publications
    Abstract

    Collaboration is understood as a continuous group activity addressing a mutually constructed problem or challenge (Roschelle & Teasley, 1995). If the problem or challenge does not hold the mutual interests of the parties, collaboration is impossible. In addition, during collaboration, an individual group member’s contributions and influences on others comprise important aspects of the group experience, because without individuals there is neither group nor collaboration. At the same time, a group’s ability to collaboratively solve a problem is more than the sum of individuals’ contributions because unique synergies and added values emerge during the group’s social-learning processes (Slavin, 2010). Therefore, assessing personal learning is bound up with assessing the group’s collaborative problem-solving processes. This chapter focuses on assessing personal learning through challenges that contain open-ended, unresolved problems, which in turn bring forth higher-order thinking processes, communications, critical thinking, and creativity.

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