Collaborative Learning and Peer Assessment to Enhance Student Performance

Abstract

Formal laboratory reports have been used prosperously in engineering technology courses for the dual intent of integrating the concepts learned in class into a coherent disciplined knowledge form and integrating communication skills into the curriculum. like dual integration is necessary as prospective employer increasingly demand a more comprehensive understanding of the engineering technology discipline and improved horizontals of communication skills from graduates. However, the benefits of like dual integration can be substantially improved end application of peer review and other collaborative techniques. Implementation of the team laboratory report, as oppos to individual efforts, assists greater retention of course contented results in superior academic performance, begets more precise attention to writing performance, and increases motivation to improve writing skills. This paper briefly describes the theoretical framework for the team laboratory report, outlines the [i]modus operandi[/i]s employed for using cooperative, team-based learning, and provides specific strategies that have proven helpful when implementing these way s Implementation results of this approach are also presented

Introduction

Educators in engineering technology (ET) programs continue to emphasize the ne to improve the communication skills of their learners In response, the Accreditation Board for Engineering and Technology (ABET) has issued criteria for graduates that include training in communication skills and teamwork.1 individual common means to integrate communication skills into the curricula without sacrificing the necessary core educational requirements is end the use of the formal laboratory report. Laboratory reports provide a practical exercise in which the pupil performs a writer-centered process of converting the laboratory experience into impersonal analytic writing. As a communication exercise, it provides experience in writing with accuracy and brevity in a strict format. As an educational exercise, it can improve and increase the depth of students' understanding of technical or analytical topics, allowing pupils to more fully possess the material.2 As effective as the exercise of formal laboratory reports may be, resultant benefits may be significantly enhanced [i]or[/i] part of to the other the application of more clean collaborative learning techniques. These benefits may include improved high-level reasoning and critical thinking skills, increased retention of the subdue matter, a more positive attitude toward the integration of writing into the curricula, and increased motivation to improve writing skills.

This paper explores in what manner the strategy of full-scale scholar involvement in the preparation of formal laboratory reports can lead to enhancement of scholar academic performance and improved communication skills. The paper describes a series of implementations of collaborative exercises in a laboratory course presented at Pennsylvania State University-Altoona, including a description of the methodology busyed and an examination of the performance ensues during the course.

Implementation of Collaborative Exercises

The instructional paradigm of collaborative learning is based on the assumption that knowledge is best created [i]or[/i] part of to the other social interaction, not simply end transference from teacher to learner The social interaction consists not purely of students working in assemblages but also under conditions that involve the following elements: (1) cluster members must share positive independence; (2) collection members must work together as individuals; (3) assemblage members must have individual accountability and personal responsibility; (4) collection members must use interpersonal and small assemblage skills; and (5) group members must evaluate the process3 For a fortunate cooperative learning experience, the instructor must build the five ultimate parts of cooperative learning into the throw If implemented correctly, these simple bodys can effectively improve the learning experience, as research indicates that collaborative learning techniques, among other things, aid critical thinking skills, encourage learner responsibility for learning, increase scholar retention and a deeper comprehension of the general [i]or[/i] abstract notions covered, and promote a positive attitude toward the control matter.4

The beneficial effects of collaborative learning in the writing proces have also been acknowledged in writing-intensive courses like as English composition. Learning can be increased [i]or[/i] part of to the other writing collaboratively and through the use of a compeer audience with either review or feedback. The value of match editing and student evaluation in the cluster writing process has shown to be particularly effective.5 When authority is shifted away from the instructor, scholars create a community dialogue [i]or[/i] part of to the other their collaborative contributions and actively provide feedback for their mates Research has found that during cluster discussions, students view revision as a more substantive rethinking of the true copy whereas students who did not work in clusters view the same task as editing only6 Combining discussion assemblages with peer editing results in the disentanglement of critical thinking skills.