Messi, Aikaterini (2022) Student perceptions on the influence of the type of assessment of collaborative learning on behavioral patterns. Master thesis, Educational Sciences.
|
Text
Messi thesis 2022.pdf Download (802kB) | Preview |
Abstract
The use of collaborative learning in higher education has increased in the last decades. Collaborative learning is associated with behavioral patterns (i.e., free-riding, social and collaborative loafing, and the sucker effect), which often occur during collaboration, and are related to the type of the assessment, while they hinder the collaborative learning process. This study examined the perceptions of students on the influence of the type of the assessment and the reason behind free-riding on behavioral patterns. A questionnaire including vignettes, self-constructed Likert scales and open-ended questions was used to gather data from undergraduate and undergraduate students from Dutch universities and the study adopted a mixed-methods design. Analysis included open axial and selective coding for the qualitative data, and descriptive statistics and MANOVA for the quantitative data. The quantitative analysis revealed no statistically significant multivariate main effects of free-riding reason and type of assessment on social loafing and collaborative loafing. The qualitative results showed that the occurrence of behavioral patterns is a common phenomenon that influences the motivation and behavior of students in relation to collaborative learning. The findings suggest teachers to take into account students’ prior collaborative experiences in relation to the elements of collaborative learning, when designing collaborative assignments.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Strijbos, J.W. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Evidence-bases Education [Master Educational Sciences] |
| Date Deposited: | 11 Jul 2022 07:32 |
| Last Modified: | 11 Jul 2022 07:32 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/817 |
Actions (login required)
 |
View Item |