Sampaio-Maia B, Maia J S, Leitão S, Amaral M, Vieira-Marques P
Faculty of Dental Medicine, University of Porto, Porto, Portugal.
Eur J Dent Educ. 2014 May;18(2):91-7. doi: 10.1111/eje.12061. Epub 2013 Aug 9.
Evidence suggests that cooperative learning and peer-assessment fosters students' ability to work with others and may lead to better cognitive outcomes and higher achievement. This work aimed to assess the use of an online collaborative tool for the teaching/learning and assessment of Microbiology.
A total of 144 students were grouped and assigned to create wiki entries as well as to peer review wikis created by colleagues (peer-assessment process) using the Wiki module from Moodle Virtual Learning Environment (MVLE). MVLE actions log was used for tracking students' activity.
The number of student's actions within wiki did not present a strong correlation with wiki scores, so it should not be used as a heavy evaluation parameter. The amount of work developed between members of the same group differed significantly, suggesting that final scores should be attributed individually. When peer-assessment process was implemented, the number of editing actions increased, suggesting that the peer-assessment strategy encourages the development of a better work. The vast majority of students execute the work in the last 10% of the period assigned for task development, which can be counter-productive for a truly collaborative work.
Wiki revealed to be a useful tool for Microbiology teaching/learning and assessment, promoting collaborative work, promoting virtual mobility and facilitating the real-time monitoring of the students' work. This pedagogical project promoted also the involvement of students in their assessment process, encouraging their critical sense and quest for Excellency.
有证据表明，合作学习和同伴评估有助于培养学生与他人合作的能力，并可能带来更好的认知成果和更高的成就。这项工作旨在评估一种在线协作工具在微生物学教学/学习和评估中的应用。
总共144名学生被分组，并被分配任务以创建维基条目，同时使用Moodle虚拟学习环境（MVLE）中的维基模块对同事创建的维基进行同行评审（同行评估过程）。MVLE操作日志用于跟踪学生的活动。
学生在维基中的操作数量与维基分数之间没有很强的相关性，因此不应将其用作重要的评估参数。同一组内成员之间完成的工作量差异显著，这表明最终分数应单独评定。实施同行评估过程时，编辑操作的数量增加，这表明同行评估策略鼓励更好地完成工作。绝大多数学生在任务开发指定时间段的最后10%内完成工作，这对于真正的协作工作可能会适得其反。
维基被证明是微生物学教学/学习和评估的有用工具，它促进了协作工作，促进了虚拟交流，并便于实时监控学生的工作。这个教学项目还促进了学生参与评估过程，激发了他们的批判意识并追求卓越。
