Social sensitivity and classroom team projects

2012 ◽  
Author(s):  
Lisa Bender ◽  
Gursimran Walia ◽  
Krishna Kambhampaty ◽  
Kendall E. Nygard ◽  
Travis E. Nygard
Keyword(s):  
Team Projects ◽  
Social Sensitivity

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

Team projects in distance education

2000 ◽  
Vol 32 (3) ◽  
pp. 97-100
Author(s):  
Herman Koppleman ◽  
Charles P. A. G van der Mast ◽  
Elisabeth M. A. G van Dijk ◽  
Gerrit C. van der Veer
Keyword(s):  
Distance Education ◽  
Team Projects

scholarly journals Variation and the response to variation as a basis for successful cooperation

2010 ◽  
Vol 365 (1553) ◽  
pp. 2627-2633 ◽  
Author(s):  
John M. McNamara ◽  
Olof Leimar
Keyword(s):  
Game Theory ◽  
Environmental Influences ◽  
Evolution Of Cooperation ◽  
Trait Variation ◽  
Social Sensitivity ◽  
Good Reputation ◽  
Contingent Behaviour

In applying game theory to problems in biology, differences between individuals are often ignored. In particular, when analysing the evolution of cooperation it is often implicitly assumed that ignoring variation will produce predictions that approximate the solution when differences are included. This need not be true. As we demonstrate, differences are not innocuous noise, but can fundamentally change the nature of a game. Even small amounts of variability can stabilize cooperation by, for example, maintaining the need to deal with cheaters. Differences promote the need to learn about others in an interaction, leading to contingent behaviour that can reduce conflict, and to negotiated outcomes that may or may not be more cooperative than unconditional actions. Once there are mechanisms such as mutation and environmental influences that maintain variation within populations, whether cooperation evolves may depend on the variation in the cooperativeness trait. Variation means that it may be worth taking a chance that a partner is cooperative by being cooperative. When there are markets, so that individuals can break off interactions to seek a better partner, variation promotes choosiness and hence penalizes those uncooperative individuals, who are rejected. Variation promotes the need to monitor the previous behaviour of others, and once this social sensitivity exists, the need to maintain a good reputation can promote cooperation.

Effect of Technostress on academic productivity- E-engagement through persuasive communication

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0
Keyword(s):  
Mobile Phones ◽  
Paradigm Shift ◽  
Persuasive Communication ◽  
Academic Productivity ◽  
Digital Device ◽  
Digital Devices ◽  
Team Projects ◽  
Device Use ◽  
Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

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