Introducing a Collaborative Peer-Evaluation Learning Model in Higher Education Programming-Based Courses

The benefits of peer evaluation of teaching effectiveness and quality in higher education are well documented. While instruments exist for the review and evaluation of entire online courses, there is no standardized single-lesson, peer evaluation instrument available for online instruction. This pilot study focused on the validation of a peer observation and evaluation tool for use with single lessons in both synchronous and asynchronous online courses in an inter-professional school of health professions. The researchers modified a psychometrically validated instrument developed for in-person peer observation by adding items from a renowned online course rubric to create a peer observation tool, entitled the Peer Observation and Evaluation Tool-Online (POET-O). The resulting instrument demonstrated adequate construct validity and reliability by using the many-facet Rasch measurement (MFRM) technique. MFRM results also indicated potential places to revise and improve the instrument. Recommendations for implementing the peer evaluation process of teaching are provided.

Aim/Purpose: This article addresses the lack of research on BIPOC (Black, Indigenous, People of Color) PhD students’ experiences in collaborative learning processes. It aims to fill this gap by using collaborative autoethnography to analyze the experiences of four BIPOC doctoral students who participated as co-researchers in a year-long collaborative program evaluation self-study of their academic program. Background: The authors discuss their experience in a student leadership role in the collaborative program evaluation process of their doctoral program as a form of collaborative learning, how their identities influenced the processes they participated in, and the themes of what they learned during the evaluation process. The article ends with recommendations to improve the experience and impact of BIPOC doctoral students’ participation and better align the skills learned at the PhD level with the broader job market. Methodology: The study uses the qualitative method of collaborative autoethnography to analyze the perspectives and experiences of four BIPOC doctoral students within a broader cultural context. Contribution: This article provides insight on how to improve the experience of BIPOC doctoral students’ participation in the collaborative process and better align the skills learned at the PhD level with the broader job market. It provides four recommendations: first, align student training with job market realities; second, dismantle systemic and structural barriers; third, respond to the effects of social location; and last, negotiate power through consensus building. Findings: Five themes emerged from the reflections. First, consider how important planning and good communication are to the collaborative learning process in terms of preparation, group dynamics, and resource availability. Second, power disparities existed among faculty, student researchers, and committees. Third, consider how the researchers’ identities affected their interpretations and interactions at the individual, group, and organizational levels. Fourth, the importance of negotiating between diverse perspectives and interests; and finally, what they gained from participating in the collaborative review process. Recommendations for Practitioners: The authors provided four recommendations for improving the experience of BIPCO doctoral students’ participation in the collaborative process and better aligning the skills learned at the PhD level with the broader job market. First, align student training with job market realities. Second, dismantle systemic and structural barriers. Third, respond to the effects of social location. Last, negotiating power through consensus building. Recommendation for Researchers: Researchers should work toward creating an accepted framework for the collaborative program evaluation process to provide a road map of the journey instead of just providing the compass. Additionally, they should design and conduct a full-scale collaborative program evaluation to engage BIPOC students from the beginning. Finally, they should conduct a participatory-collaborative-inclusive academic program evaluation at different levels of higher education. Impact on Society: This article provides insight on how to improve the experience of BIPOC doctoral students’ participation in the collaborative process. It also demonstrates how collaborative learning assists in aligning the skills learned at the PhD level with the broader job market. Future Research: Future research should work toward creating an accepted framework for the collaborative program evaluation process to provide a road map of the journey instead of just providing the compass. Additionally, it should design and conduct a full-scale collaborative program evaluation to engage BIPOC students from the beginning. Finally, future research could conduct a participatory-collaborative-inclusive academic program evaluation at different levels of higher education.

The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.

The problem in this research is how effective is the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan in the academic year 2022-2023. The purpose of this study was to describe the effectiveness of the use of collaborative learning in improving the writing skills of class X students of SMA Negeri 1 Dolok Merawan for the academic year 2022-2023. The research method used in this research is the research & development method. The research subject of this development product is the validator. The object of research in this research is a writing learning model, namely a collaborative learning model that is implemented in class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year. The instrument used to obtain research data using non-test instruments and test instruments. The results of this study indicate that the collaborative learning model is effective in improving the skills of writing descriptive text by class X students of SMA Negeri 1 Dolok Merawan in the 2022-2023 academic year, where before the collaborative learning model development process was in the sufficient category and then increased to good after the learning model development process. collaboratively in class X SMA Negeri 1 Dolok Merawan for the academic year 2022-2023.

Collaborative Declarative Modeling combines the flexibility of abstract declarative description of a scene with the integration of views and opinions of multiple designers. One of the stages where this integration applies is the scene understanding phase, where solutions corresponding to the submitted description are visualized and evaluated. In the current work we propose a mechanism for collaborative solution evaluation based on previous feedback with respect to each collaborating designer’s preferences. Designers are grouped into clusters of preference revealing the proximity of their evaluations for previously seen solutions. These clusters are formed upon criteria ensuring wide inter-cluster preference representation and thorough intra-cluster compactness. Clusters subsequently participate through representative designers to the formation of the consensus solution set corresponding to the submitted description. The proposed mechanism allows adjustment of parameters controlling intuitive characteristics of the collaborative declarative design methodology such as importance of each designer and strictness in solution evaluation.

The mathematical generalization ability of students at one junior high school, especially in Makassar, is relatively low. One alternative to improve students' mathematical generalization abilities is to apply active, collaborative and inductive cooperative learning models. This research aims to determine the difference in the average score of mathematical generalization abilities of students taught through active, collaborative and inductive cooperative learning models, and students taught through cooperative learning models on flat-sided geometric material. This research used a quasi-experimental design with a pretest-posttest control group design in class VIII at a junior high school in Makassar, Indonesia. The sample in this study was 35 students in the control group and 31 students in the experimental group. The instrument used is a mathematical generalization ability test. Data were analyzed using the n gain test. Based on the analysis, the average n-gain score for students' mathematical generalization abilities in flat-sided geometric material after being taught by applying active, collaborative and inductive cooperative learning models was 0,51 or experienced a moderate increase and the percentage of learning completeness was 93,55%. Therefore, it can be concluded that junior high school students' mathematical generalization abilities increased after being taught using active, collaborative and inductive cooperative learning models.

Background Problems: In the learning process at SMA Negeri 2 Singaraj, researchers found problems in the learning process in the basketball game material, especially in the basic techniques of passing chest passes and bounce passes, which had a low average below the minimum completion criteria. Research Objectives: This research aims to improve learning outcomes in basketball, the basic technique of passing chest passes and bounce passes through the Collaborative Teamwork Learning model for class XI A1 students at State Senior High School 2 Singaraja. Methods: Classroom action research (CAR) is used. This classroom action research (CAR) uses teachers as researchers and consists of 2 cycles. The subjects of this research were students in class XI A1 of State Senior High School 2 Singaraja, with 40 people consisting of 20 male students and 20 female students. The research instrument is a description test for the knowledge aspect and performance for the skills aspect. Data analysis uses qualitative and quantitative descriptive analysis. Results: The results of the research showed an increase, namely learning completeness in the knowledge aspect in cycle I, which was (85.5%), in cycle II it increased to (92.5%). Furthermore, learning completeness in the skills aspect in cycle I was (87.5%) in cycle II (92.5%). Conclusion: Based on data analysis and discussion, it is concluded that the collaborative teamwork learning model can improve PJOK learning outcomes in basketball passing material for class XI A1 students at SMA Negeri 2 Singaraja for the 2023/2024 academic year. Suggestions for PJOK teachers to be able to implement the Collaborative Teamwork Learning model in other learning materials that are more interesting and effective. The research implies that the Collaborative Teamwork Learning model is proven to be able to improve student learning outcomes.

Background. Collaborative learning is increasingly being implemented in elementary schools as an alternative to increase student creativity and motivation. However, the challenges and obstacles in its implementation need to be considered to understand its impact on learning effectiveness. Teachers should have many methods to make students happier and receive lessons well Purpose. This research aims to investigate the effect of the collaborative learning model on increasing student creativity and motivation at the elementary school level in West Sumatra. The main focus is to understand teachers’ perceptions of this model, identify the obstacles faced, and evaluate its effectiveness. Method. The research method used was a quantitative survey with 20 teachers from several elementary schools in West Sumatra district as respondents. Data collection was carried out through distributing questionnaires designed to measure teachers’ perceptions of the collaborative learning model, as well as its impact on student creativity and motivation. Data analysis used the Miles and Huberman approach. Results. Analysis of the questionnaire results showed that the majority of teachers (75%) strongly agreed that the collaborative learning model had great potential to increase student creativity and motivation. However, the main challenge identified was the limited time in the established curriculum. Conclusion. Although the collaborative learning model is considered effective, teacher support and understanding needs to be improved through additional training. Strategic adjustments are also needed to overcome the constraints of time constraints and individual evaluations, as well as to understand more deeply differences in student skill levels. Overall, this learning model has great potential in increasing student motivation and creativity in elementary school, provided it is expanded and better supported by educators.

Web-based learning is becoming a popular learning approach with the rapid development of Web technology, and collaborative learning can improve learning performance of students. Web-based collaborative learning provides students with collaborative skills, communication skills, creativity, critical thinking skills, and skills in information technology application. This paper presents a Web-based collaborative learning model which emphasizes student-centered instruction. The procedure in this learning model consists of five steps: definition of learning task, team plan, collaborate research, achievement summary, and final assessment. Then the application structure of the Web-based collaborative learning model is developed with latest information technology and data technology. A case based on the collaborative learning model is developed in the end, and the collaborative learning environment could foster students to be cooperative, caring, reflective, critical and creative.

The purpose of this study was to develop a collaborative learning and communication model for higher education. On a university campus there are various psycho-social and organizational barriers to collaboration inside and outside of the classrooms. Scholars have stated that teachers rarely talk with each other about their teaching, there is little multi-disciplinary research and studies have shown that there is little or no collaboration in meetings and forums outside of university classrooms. So, what are the barriers to collaborative communication and learning and how can these barriers be removed through collaborative strategies? These are the questions that this study explored. Through the understanding of the psycho-social and organizational barriers to collaboration, strategies began to unfold and a new model for collaborative learning and communication was developed. This model reflects a high synergy, totally integrated social and cognitive system for individual and organizational transformation.

This research focuses on the implementation of online/virtual Arabic language learning at Darul Quran Senior High School in Mojokerto, utilizing the collaborative-based learning model known as "The Group Process Model" in the maharah kitabah (Arabic writing skills). Employing the 5M scientific approach and active learning, the study aims to elucidate: (1) the collaborative-based online learning model for maharah kitabah, (2) the application of this learning model, and (3) its impact on improving students' writing skills. Through a descriptive qualitative approach, data were gathered using interviews, observations, and documentation. Analysis involved data reduction, presentation, and drawing conclusions. Findings revealed the preparation of E-learning Moddle, WAG, and Zoom applications, alongside various learning tools such as syllabi, lesson plans, and online learning guides to support collaborative learning and its assessment. The application of the online Arabic Writing Skill model followed a structured approach, including introductory, core, and closing activities, supplemented by assignments and initial activities using the WAG application and Zoom meetings. Students accessed course materials and assignments via the school's E-learning Moddle. The collaborative learning model in Arabic Writing Skill demonstrated enhanced student outcomes and collaborative problem-solving skills in the classroom.

Objective: The researcher chose a topic of discussion regarding the comparison of 2 learning models that are theoretically effective for use in the classroom when learning Aqidah Akhlak. In its application, learning the Aqidah Morals can be delivered through several methods. This research aims to test the effectiveness of collaborative and discovery learning models on students' creative thinking skills. Method: The research method used was a pre-test and post-test design experiment. The research sample consisted of 2 classes divided into two groups, namely two experimental groups that used collaborative and discovery learning models. The data analysis technique used in this research is the normality test using the Shapiro-Wilk, independent sample t-test, paired sample t-test, and N-Gain tests. Results: After the treatment, the data analysis from the post-test scores can be seen. Based on the N-Gain Test shows that creative thinking skills increased significantly in both groups after treatment, with data results in the collaborative group being 0.46 < 0.70 in the medium category and the discovery group only 0.27 < 0.30 in the low category. These data showed a more significant improvement in the group that received collaborative learning than in the discovery group. Novelty: This research presents novelty, which lies in the comparative approach taken to analyze the two methods simultaneously, as well as the use of holistic, quantitative measuring tools to identify significant changes in students' creative thinking abilities.

This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The research subjects involved 70 students who were divided into 2, namely the experimental group and the control group. The independent variable in this study is the jigsaw type collaborative learning model vs discovery learning model. The moderator variable is learning discipline. The dependent variable in this study is learning outcomes. The variables that need to be controlled are the ability of lecturers in learning, learning infrastructure, and learning time. The research instrument consisted of 1) learning discipline questionnaire, 2) learning outcomes test. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% (α = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes., Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as student centered learning. Especially in the message design course.

Peer evaluation in nursing is a method by which the nurse evaluates the work of a peer, according to set evaluation criteria. The aim of the study was to clarify the potential significance of peer evaluation with regard to nurses' career development and relates to the introduction of a career development programme for nurses in a Finnish University Hospital. The research concepts were created on the basis of literature analysis. The concepts served as a basis for data collection, and five open-ended questions were devised from them. Informants (n = 24) gave free-form essay-type answers to these questions. The material was analysed using qualitative content analysis. The results indicate that self-evaluation constitutes the basis for peer evaluation. Peer evaluation allows nurses to give and receive professional and personal support promoting professional development. Professional support offers possibilities for change and alternative action. Personal support requires respect for the peer's equality and individuality. Personal peer support can decrease feelings of uncertainty and insecurity caused by work. The conclusion is drawn that peer evaluation is a means of promoting nurses' professional development to further on-the-job learning in collaboration with peers.

The low learning outcomes in Engineering Mechanics are influenced by the learning model used by the teachers in teaching. The ability of teachers to determine the right learning model will have an impact on the success of student learning and the achievement of learning goals. This paper aims to reveal the influence of Collaborative Learning models on learning outcomes of Engineering Mechanics. The method used in this research is a quasi-experimental method with Non-equivalent Control Group Design. The study sample was 46 people divided into two groups, namely the experimental group and the control group. The sampling technique was carried out using random sampling, 23 people for the experimental group and 23 people for the control group. Data collection using the learning result test (pre-test and post-test) in the form of objective questions for about 25 questions. The research data were analysed quantitatively using a parametric statistical analysis test with the t-test. Based on the data analysis, the results of the study show that there was a significant effect using the Collaborative Learning model on the learning outcomes of Engineering Mechanics. The experimental group using the Collaborative Learning model had higher learning outcomes than the control group using conventional learning model.