The value of this paper (21 page PDF) is in bringing to greater light the 'group processing' stage of collaborative problem-based learning as "a structured approach to peer-and self-assessment that encourages learning that is both self-reflective and collaborative." It outlines research on the subject, offering examples of practice (for example, requiring each person to offer a comment on a student's contribution, with no duplicates). The study unsurprisingly results in an endorsement of group processing as being "found to have a long-lasting impact on students when it was implemented regularly, and the group dynamic was guided by a non-intrusive facilitator."
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