Abstract
The aim of the article is to unveil how the application of the collaborative learning strategy in higher education (HE) setting combines self-assessment of group activities with peer-to-group and teacher evaluation. The results reveal that the groups’ self-evaluation is considerably more positively than evaluation by the teacher or peers. The antecedents of these results are likely embedded in 1) the cultural context with dominant individual values; 2) impact of business study as discipline, and: 3) challenges in implementing a collaborative learning strategy in the HE sector.
| Translated title of the contribution | Deficit in propriety? Cooperative learning and group self-evaluation in higher education |
|---|---|
| Original language | Undefined/Unknown |
| Pages (from-to) | 73-87 |
| Number of pages | 15 |
| Journal | Pedagogika |
| Volume | 139 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2020 |
Bibliographical note
Publisher Copyright:© 2020, Vilnius Pedagogical University. All rights reserved.
Other keywords
- Cooperative learning
- Group self-evaluation
- Higher education
- Peer group evaluation