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Peer Assessment Collaboration Evaluation: An Innovative Assessment Tool for Online Learning Environments.

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Title: Peer Assessment Collaboration Evaluation: An Innovative Assessment Tool for Online Learning Environments.
Authors: Havard, Byron1 (AUTHOR) bhavard@uwf.edu, Podsiad, Megan2 (AUTHOR), Valaitis, Karen3 (AUTHOR)
Source: TechTrends: Linking Research & Practice to Improve Learning. Mar2023, Vol. 67 Issue 2, p331-341. 11p.
Subject Terms: *Peer review of students, *Online education, *Classroom environment, Virtual communities, Social group work, Control (Psychology)
Abstract: The Peer Assessment Collaboration Evaluation (PACE) Tool is an original peer assessment tool designed and developed by the authors to address the prevalence of social loafing in group projects in online learning environments. Online group projects offer students collaborative opportunities to engage in critical thinking and problem-solving. Students' participation and learning in online group projects are negatively impacted by social loafing. A total of 104 students completed all study requirements, and their data were used in the final analyses. One-way repeated-measures ANOVAs revealed significant positive main effects of PACE Tool use on participants' attitudes, subjective norms, perceived behavioral control, and related subcomponents. Students' use of the tool increased their behavioral intent to engage in peer assessment in the future may reduce social loafing in group projects, thereby positively influencing academic performance. Instructors' use of the tool may combat negative connotations associated with group work and social loafing, creating learning environments for effective group projects. [ABSTRACT FROM AUTHOR]
Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Havard%2C+Byron%22">Havard, Byron</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bhavard@uwf.edu</i><br /><searchLink fieldCode="AR" term="%22Podsiad%2C+Megan%22">Podsiad, Megan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Valaitis%2C+Karen%22">Valaitis, Karen</searchLink><relatesTo>3</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22TechTrends%3A+Linking+Research+%26+Practice+to+Improve+Learning%22">TechTrends: Linking Research & Practice to Improve Learning</searchLink>. Mar2023, Vol. 67 Issue 2, p331-341. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+communities%22">Virtual communities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+group+work%22">Social group work</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink>
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  Data: The Peer Assessment Collaboration Evaluation (PACE) Tool is an original peer assessment tool designed and developed by the authors to address the prevalence of social loafing in group projects in online learning environments. Online group projects offer students collaborative opportunities to engage in critical thinking and problem-solving. Students' participation and learning in online group projects are negatively impacted by social loafing. A total of 104 students completed all study requirements, and their data were used in the final analyses. One-way repeated-measures ANOVAs revealed significant positive main effects of PACE Tool use on participants' attitudes, subjective norms, perceived behavioral control, and related subcomponents. Students' use of the tool increased their behavioral intent to engage in peer assessment in the future may reduce social loafing in group projects, thereby positively influencing academic performance. Instructors' use of the tool may combat negative connotations associated with group work and social loafing, creating learning environments for effective group projects. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11528-022-00832-8
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        Text: English
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        StartPage: 331
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      – SubjectFull: Peer review of students
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Classroom environment
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      – SubjectFull: Virtual communities
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      – SubjectFull: Social group work
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      – SubjectFull: Control (Psychology)
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              Text: Mar2023
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