judith mc namara and catherine brown 2008

Queensland University of Technology

CRICOS No. 00213J

ATN Assessment Conference 2008

Assessment of collaborative learning in online discussions

Judith McNamara, Catherine Brown

Faculty of Law

CRICOS No. 00213Ja university for the worldrealR

In this paper we …• Consider the assessment of online discussion forums in

a legal work placement unit

In particular we: – Consider the importance of collaborative learning and

reflection in workplace learning– Discuss the benefits of using an online discussion – Consider principles relevant to the design of an online

discussion– Discuss the assessment of online discussions– Propose a number of principles for the design of

assessable online discussions in workplace learning


LWB421 Learning in Professional Practice

• Work placement subject in the undergraduate law course

• Students complete placements in private legal offices

• Face to face classes are not feasible• Online discussion forum used to facilitate the

collaborative learning that would otherwise take place in face to face classes


The importance of collaborative learning and reflection in workplace learning

• Reflection enables students to examine insights gained through professional practice

• Collaborative learning:– Enables students to demonstrate to their peers what

they have learned– Make connections between their own experiences and

others– Share experiences– Gain an overall picture of the various roles undertaken

by professionals


Benefits of using an online discussion

• Facilitates collaborative learning where face to face contact is not possible

• Encourages deeper reflection – “rewind” the conversation

• Build a sense of scholarly community – can lead to engaging vibrant and active discussions


Design of an online discussion forum

• Organisation– Discussion topics with pre-established threads

• Motivation– Goals and purpose clearly stated– Feedback provided and input rewarded – Negative feedback avoided– Forum monitored by important people

• Ability to participate (next slide)


Design of an online discussion forum

Ability to participate – scaffolded approach to participation (Salmon 2002)

• Access and motivation• Online socialisation• Information exchange• Knowledge construction • Development

Collaborative learning and critical reflection is possible

Introductory forums

Active thinking and online interaction – moderator weaves together key points, provides summaries, suggest new topics and acknowledges student contributions


Assessment of online discussions

• Assessment is a fundamental driver of what and how students learn (Ross & Seigenthaler 2006)

• Use of varied assessment techniques• Peer rating system• Fair and reliable?


Assessment of online discussions

Criteria referenced assessment• Quality of reflections• Extent of collaboration• Links to professional practice• Written expression

Suggested CRA


Principles for assessment of discussion forums in work place learning

• The purpose of the online discussion forum should be made explicit to students.

• The value of the collaborative learning should be explained to students.

• The forum must be appropriately planned and organised. • Online topics should include a spark in the form of an

activity or reading together with positive reflective questions that are to be addressed in the discussion.

• Facilitation of the forum should be scaffolded.• The discussion should be appropriately moderated.• Clear criteria for assessment should be established.


Conclusion – what did work

• Sense of scholarly community• Good level of reflection• Students were able to take time to think• Good participation (884 posts by the 36 students, an

average of 25 posts per student). • Students consider the forum to be a way to talk about

problems in their placement, make friends and develop a support network.

• They have also demonstrated that they have taken away valuable strategies to apply in the workplace, both as a result of the online activities and of the ensuing discussion.


Conclusion – what didn’t work

• Students need instruction on using the forum• 36 is too many in one group • Burn out after first 4 weeks• Students contributed late in the semester – need

to be explicit about date when discussion closes• Moderation takes time and practice• Did students get to the knowledge construction/

development stage?

judith mc namara and catherine brown 2008

Education