Assessing online collaborative learning: process and product

By Janet Macdonald. Comput. Educ., 2003

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Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review (2006, background): “…to the discussions ‘‘makes the process of collaboration more transparent [for the researcher], because a transcript of these conference messages can be used to judge both the group collaborative process and the contribution of the individual to that process [ . . . ]’’ (Macdonald, 2003, p. 378).”
Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education (2020, background): “…(e.g. score or grade), the most optimal strategy to achieve the best possible group performance might be to let every group member do what he or she does best and thus divide the group task into individual tasks, combining them in the end (Pitt 2000; Macdonald 2003; Knight 2004; Bacon 2005).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “(1991) and indeed extend communicative possibilities (Hiltz et al., 2000; Macdonald, 2003; Morgan, 2003).”