Learning Strategies in Online Collaborative Examinations

New forms of computer-mediated, online learning can benefit from new forms of assessment that fit the medium and the pedagogical style of the online environment. This paper investigates students' learning styles and learning strategies in taking online collaborative exams. Applying constructivi...

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Bibliographic Details
Published in:	IEEE transactions on professional communication 2008-03, Vol.51 (1), p.63-78
Main Authors:	Shen, Jia, Hiltz, Starr Roxanne, Bieber, Michael
Format:	Article
Language:	eng
Subjects:	Buildings Collaborative examinations collaborative learning Collaborative software Collaborative work Communities Data analysis deep learning Education Exact sciences and technology Information and communication sciences Information science. Documentation Information systems Learning Learning theory Library and information science. General aspects On-line systems Online Online Communities/Technical Collaboration online learning peer assessment Phases Sciences and techniques of general use Strategy Students surface learning Use and user studies. Information needs
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Summary:	New forms of computer-mediated, online learning can benefit from new forms of assessment that fit the medium and the pedagogical style of the online environment. This paper investigates students' learning styles and learning strategies in taking online collaborative exams. Applying constructivist and collaborative learning theories, the collaborative examination features students' active participation in various phases of the exam process through small group activities online. Students' learning strategies, including deep learning and collaborative learning, are investigated using a 1 3 field quasi-experiment to compare the team-based collaborative online exam with the traditional in-class exam and with the participatory exam, where students participate in the online exam processes individually. Data analysis using results from 485 students indicates that collaborative examinations significantly reduced surface learning in exam study, enhanced interactions and the sense of an online learning community, and increased perceived learning. The results also suggest learning predispositions were significantly correlated with exam study strategies, and provide indications of their effects on learning strategies.
ISSN:	0361-1434 1558-1500