Copyright Statement: This is an open access article licensed under a Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, even commercially as long as the original work is properly cited.
Digital Object Identifier (DOI) : 10.14569/IJACSA.2012.031224
Article Published in International Journal of Advanced Computer Science and Applications(IJACSA), Volume 3 Issue 12, 2012.
Abstract: In recent years collaborative e-learning has been emphasized as a learning method that has facilitated knowledge construction and supported student learning. However some universities especially in developing country contexts are struggling to attain minimal educational benefits from its adoption and use. This paper investigates the application of a peer assignment review process for collaborative e-learning to third year undergraduate students. The study was aimed at evaluating the effect of the peer assignment review process on the student learning process. Data was collected using a survey questionnaire and analyzed using SPSS Version 16.0. While the student reported positive impact of the peer assignment review process in terms of facilitating students to put more effort and improve their work; quick feedback on their assignments; effective sharing and development of knowledge and information and the need of computer competence to manipulate the peer assignment review system, analysis of the quantitative data indicated that the process had limited effect on the learning process. This is attributed to lack of review skills, absence of lecturer scaffolding, low ICT literacy levels and change management.
Evelyn Kigozi Kahiigi, Mikko Vesisenaho, F.F Tusubira, Henrik Hansson and Mats Danielson, “Peer Assignment Review Process for Collaborative E-learning: Is the Student Learning Process Changing?” International Journal of Advanced Computer Science and Applications(IJACSA), 3(12), 2012. http://dx.doi.org/10.14569/IJACSA.2012.031224