A Multifaceted Partner Presentation Assignment for Improving Educational Outcomes among College Students

Autor/inn/en	Wood, Claire A.; Perlman, Daniel
Titel	A Multifaceted Partner Presentation Assignment for Improving Educational Outcomes among College Students
Quelle	In: International Journal of Teaching and Learning in Higher Education, 29 (2017) 2, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	College Students; Assignments; Information Literacy; Skill Development; Cooperative Learning; Teamwork; Peer Evaluation; Qualitative Research; Statistical Analysis; Technology Uses in Education; Educational Technology; Group Activities; Library Skills; Interpersonal Competence; Online Surveys; Questionnaires; Student Attitudes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Assignment; Auftrag; Zuweisung; Informationskompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Kooperatives Lernen; Qualitative Forschung; Statistische Analyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Gruppenaktivität; Interpersonale Kompetenz; Fragebogen; Schülerverhalten; Unterrichtserfolg
Abstract	This article reports a multifaceted course assignment involving the development of information literacy skills, speed partnering, a brief team VoiceThread presentation, and peer evaluations of the presentations. The assignment was rooted in Chickering and Gamson's (1989) highly regarded principles of good educational practice, as well as the pedagogical literature on speed partnering, collaborative learning, use of VoiceThread, and peer evaluations. It was piloted in a high enrollment introductory family course and in an advanced close relationships seminar. The instructors employed both quantitative and qualitative methods as a basis for both formative and summative evaluation of the assignment. Student responses were generally favorable. For example, 75% of students said speed partnering was an average or good way of forming partnerships. Other results showed that the assignment generated student enthusiasm and engagement in the course material, enhanced learning, and fostered peer relations. Student reactions to conducting peer evaluations were mixed. Despite some initial shortcomings, overall the students and instructors perceived this assignment as successful. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01