This session delved into the fascinating world of collaborative learning, featuring insightful presentations from esteemed panellists. The session witnessed a rich tapestry of ideas, research findings, and practical applications aimed at enhancing student engagement and learning outcomes through collaborative methods. 

Evelyn Nunes: Peer Assignments enhancing Student Engagement 

Evelyn Nunes from Virginia Commonwealth University, soon to join the University of Essex, kicked off the session with her research on peer assignments. Stemming from lesser engagement and satisfaction issues in online courses, Evelyn’s innovative approach involved students grading each other’s work to foster deeper engagement and critical thinking. She highlighted the challenges and benefits of this method, noting that while self-grading often resulted in ‘grade inflation’, peer grading introduced more variability and accuracy in assessments, providing students with constructive feedback. Evelyn’s experiment demonstrated that peer grading could enhance student interaction and learning, however, it requires careful management and greater incentives to ensure participation. 

Atisha Ghosh and Lory Barile: Forum Engagement in Virtual Learning Environments 

Atisha Ghosh and Lory Barile from the University of Warwick presented their study on the impact of forum engagement on student performance. Their research focused on a large second-year core module, wherein they analysed how students interacted with online forums, the subsequent effects on their academic outcomes, and domestic students’ engagement versus that of internationals. They found that online forums were particularly relevant for international students as they engaged with resources in different ways compared to domestic students. The study underscored the importance of exploring artificial intelligence capabilities further as well as leveraging structured and purposeful forum use, i.e., ‘forum by topic’, in virtual learning environments to enhance student learning and engagement. 

Paulina Navrouzoglou & Lovleen Kushwah: Group Work in Sustainable Development Projects 

Paulina Navrouzoglou and Lovleen Kushwah from the University of Glasgow shared their experiences with group assessments in an environmental economics course. Their innovative approach involved long-term group projects that required students to produce policy briefs and podcasts on real-world environmental issues. This method not only improved students’ understanding of sustainability but also helped them overcome personal obstacles. Additionally, this method also enhanced their teamwork, cooperation, and communication skills. The ‘reflective assessments’ revealed that students valued the long-term interaction and the opportunity to work on meaningful projects, which helped them develop key competencies for their future careers.  

Key Takeaways and Reflections 

The session highlighted several key themes: 

1. Engagement through Peer Assessment: Evelyn’s research showed that peer grading could significantly enhance student engagement and learning, though it required careful implementation to ensure fairness and participation. 

2. Effective Use of Forums: Atisha and Lory’s study demonstrated that structured forum engagement could positively impact student performance, particularly for international students. This finding suggests that forums can be a valuable tool in virtual learning environments when used effectively. 

3. Long-term Group Projects: Paulina and Lovelin’s approach to group work in sustainability projects provided a model for how long-term, high-stakes group assessments can foster deeper learning and collaboration among students. 

4. Importance of Clear Communication: Across all presentations, the importance of clear communication and setting expectations was evident. Whether through explaining the purpose of peer assessments or structuring forum discussions, clear guidelines and support are crucial for successful collaborative learning. 

This blog was produced with the help of Microsoft Copilot.