Open Access Peer-reviewed Research Article

Exploration of the Workshop activity for peer assessment in online courses of mathematics

Article Sidebar

Phases of the workshop activity
Download PDF
Submitted   Jul 13, 2022
Published   Sep 12, 2022
Issue    Vol 2 No 2 (2022)
DOI   10.25082/AMLER.2022.02.016

Views

1117

Downloads

573

Citations

PlumX Metrics

Main Article Content

Niroj Dahal corresponding author
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Bal Chandra Luitel
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal
Binod Prasad Pant
Department of STEAM Education, School of Education, Kathmandu University, Hattiban, Lalitpur, Nepal

Abstract

This paper explores the use of the Workshop activity in teaching mathematics courses. Using a workshop as a learning and evaluation tool for the MPhil in Mathematics Education's Graph and Network course, the study's goal was to find the best way to get students involved in learning and peer assessment. The Workshop activity in Moodle is, to some extent, robust peer assessment activity for mathematics (but not limited to). Based on specified rubrics, students add their assignments/submissions. These assignments/submissions are later allocated randomly amongst their peers, at least three, to assess with anonymity based on the aspects provided by the course facilitators. Likewise, this tool helps to foster students' assessment skills against peers' submissions. Subscribing teaching experiment as a research methodology under qualitative research, this paper explores practical pedagogical uses of the Workshop activity in three episodes of the mathematics education courses. These three episodes were based on planning, intervening, peer assessment, and evaluation. The learning shows that the Workshop activity is helpful in learning and peer assessment. This paper looks at how key affordances can be used to conduct peer and self-assessment, improve learning engagement, and develop skills like self and peer evaluation. The findings of this study show that the Workshop activity engaged the students to become active constructors of knowledge. It acts as an essential assessment tool to transform students into active learners. In the end, the paper provides several possibilities for the students to learn and correct their learning while assessing peers' submissions.

Keywords
Workshop activity, teaching experiment, episodes, peer-assessment, self-assessment

Article Details

How to Cite
Dahal, N., Luitel, B. C., & Pant, B. P. (2022). Exploration of the Workshop activity for peer assessment in online courses of mathematics. Advances in Mobile Learning Educational Research, 2(2), 475-482. https://doi.org/10.25082/AMLER.2022.02.016
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

References

  1. Aguayo, J. M., Valdes, J., Cordoba, V. H., Nájera, M., Vázquez, F. R., Muñoz, E., & García Lirios, C. (2022). Digital activism in students of a university in central Mexico in the COVID-19 era. Advances in Mobile Learning Educational Research, 2(1), 297-307. https://doi.org/10.25082/AMLER.2022.01.014
  2. Alpochoritis, C., Armakolas, S., & Karfaki, E. (2021). The mobile internet as a tool of education and as a means of intimidation and victimization in the field of Ecclesiastical Education. Advances in Mobile Learning Educational Research, 2(1), 171-179. https://doi.org/10.25082/AMLER.2022.01.001
  3. Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, Complete Edition. ISBN: 080131903X, Longman.
  4. Barianos, A. K., Papadakis, A., & Vidakis, N. (2022). Content manager for serious games: Theoretical framework and digital platform. Advances in Mobile Learning Educational Research, 2(1), 251-262. https://doi.org/10.25082/AMLER.2022.01.009
  5. Boud, D. (1995). Enhancing learning through self-assessment. Kogan Page. ISBN: 9781315041520.
  6. Can, Y., & Bardakci, S. (2022). Teachers' opinions on (urgent) distance education activities during the pandemic period. Advances in Mobile Learning Educational Research, 2(2), 351-374. https://doi.org/10.25082/AMLER.2022.02.005
  7. Dahal, N. (2019). Online assessment through Moodle platform in higher education. ICT integration in education: Access, quality, and equity Education, ICT in Education Conference 19-21, September 2019, Nepal.
  8. Dahal, N. (2022a). Understanding and uses of collaborative tools for online courses in higher education. Advances in Mobile Learning Educational Research, 2(2), 435-442. https://doi.org/10.25082/AMLER.2022.02.012
  9. Dahal, N., & Pangeni, S. K. (2019). Workshopping in online courses: Insights for learning and assessment in higher education. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 89-110. https://doi.org/10.32674/jimphe.v4i1.1275
  10. Dahal, N., Luitel, B. C., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2020). Emerging ICT tools, techniques, and methodologies for online collaborative teaching and learning mathematics. Mathematics Education Forum Chitwan, 5(5), 17-21. https://doi.org/10.3126/mefc.v5i5.34753
  11. Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022b). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013
  12. David, J. N., & Debra, M. (2016). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
  13. Kalogiannakis, M., & Papadakis, S. (2017). An evaluation of Greek educational Android apps for preschoolers. In proceedings of the 12th Conference of the European Science Education Research Association (ESERA), Research, Practice and Collaboration in Science Education, Dublin City University and the University of Limerick, Dublin, Ireland (pp. 21-25).
  14. Kalogiannakis, M., & Papadakis, S. (2020). The use of developmentally mobile applications for preparing pre-service teachers to promote STEM activities in preschool classrooms. In Mobile Learning Applications in Early Childhood Education (pp. 82-100). IGI Global.
  15. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
  16. Kikilias, P., Papachristos, D., Alafodimos, N., Kalogiannakis, M. & Papadakis, St. (2009). An Educational Model for Asynchronous E-Learning. A case study in a Higher Technology Education, In D. Guralnick (ed.) Proceedings of the International Conference on E-Learning in the Workplace (ICELW-09), 10-12 June 2009, New York: Kaleidoscope Learning (CD-Rom).
  17. Lazarinis, F., Boididis, I., Kozanidis, L., & Kanellopoulos, D. (2022). An adaptable multi-learner serious game for learning cultural heritage. Advances in Mobile Learning Educational Research, 2(1), 201-215. https://doi.org/10.25082/AMLER.2022.01.004
  18. Lazarinis, F., Karatrantou, A., Panagiotakopoulos, C., Daloukas, V., & Panagiotakopoulos, T. (2022). Strengthening the coding skills of teachers in a low dropout Python MOOC. Advances in Mobile Learning Educational Research, 2(1), 187-200. https://doi.org/10.25082/AMLER.2022.01.003
  19. Mamolo, L. A. (2022). Students’ evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app. Advances in Mobile Learning Educational Research, 2(2), 375-388. https://doi.org/10.25082/AMLER.2022.02.006
  20. McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40-49.
  21. Mohammed, D. Y. (2022). The web-based behavior of online learning: An evaluation of different countries during the COVID-19 pandemic. Advances in Mobile Learning Educational Research, 2(1), 263-267. https://doi.org/10.25082/AMLER.2022.01.010
  22. Nugroho, S. A., Trisniawati, T., & Rhosyida, N. (2022). Developing powerpoint-based interactive multimedia of mathematics learning multiples and factors materials for elementary school. Advances in Mobile Learning Educational Research, 2(2), 411-420. https://doi.org/10.25082/AMLER.2022.02.009
  23. Papadakis, S. (2018). Is pair programming more effective than solo programming for secondary education novice programmers?: A case study. International Journal of Web-Based Learning and Teaching Technologies, 13(1), 1-16. https://doi.org/10.4018/IJWLTT.2018010101
  24. Papadakis, S. (2022). Apps to promote computational thinking concepts and coding skills in children of preschool and pre-primary school age. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 610-630). IGI Global.
  25. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students' behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235-250.
  26. Papadakis, S., & Orfanakis, V. (2018). Comparing novice programing environments for use in secondary education: App Inventor for Android vs. Alice. International Journal of Technology Enhanced Learning, 10(1-2), 44-72. https://doi.org/10.1504/IJTEL.2018.10008587
  27. Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use of educational robotics: Exploring pre-service and in-service early childhood teacher profiles. Education Sciences, 11(5), 204. https://doi.org/10.3390/educsci11050204
  28. Papadakis, S., Trampas, A., Barianos, A., Kalogiannakis, M., & Vidakis, N. (2020). Evaluating the Learning Process: The “ThimelEdu” Educational Game Case Study. In Proceedings of the 12th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-417-6, pages 290-298. https://doi.org/10.5220/0009379902900298
  29. Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. Handbook of research design in mathematics and science education, 267-306.
  30. Tousignant, M., & Desmarchais, J. (2002). The accuracy of student self-assessment ability compared to their own performance in a problem-based learning medical program: A correlation study. Advances in Health Sciences Education, 7(1), 19-27. https://doi.org/10.1023/A:1014516206120
  31. Tzagkaraki, E., Papadakis, S., & Kalogiannakis, M. (2021). Exploring the Use of Educational Robotics in primary school and its possible place in the curricula. In Educational Robotics International Conference (pp. 216-229). Springer, Cham.
  32. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.