Fine-tuning the Evaluation Focus in the University Cooperative Learning Model in Relation to the Pandemic

Abstract

Due to the coronavirus disease of 2019 (COVID-19) crisis, the University of Amsterdam faced a sudden need to shift our education to online learning. We experienced that radical impact given that we were amid efforts to restructure one of our courses in March, 2020. That restructuring, which focused on improved cooperative learning, would have required contact-based education. The sudden COVID-based shift to online learning limited the opportunities for cooperation, mutual knowledge sharing, and inspiration. Students needed more intensive stimulus to stay involved and active. We understood that more focus on evaluation helps educators to obtain better insight into the learning progress of students and to adapt the educational processes to improve students' learning outcomes and their learning journey. We realized that traditional end-of-course evaluation alone does not suffice the new requirements of online education. We saw a need for continuous evaluations during the course to monitor the learning trajectory that students followed. In this paper, we share our experience about the changing role of evaluation due to the COVID-19 pandemic, and describe how evaluating effectiveness, success, efficiency impacts the online work with students.

La Innovación en Entornos Virtuales como Enfoque del Docente Universitario

“…Cooperative Learning Model in Relation to the Pandemic Abcouwer et al (2021) La pandemia por la COVID-19 trajo nuevos desafíos para la enseñanza tradicional, empezando a emplear el aprendizaje cooperativo como una técnica docente para mejorar la interacción entre los estudiantes, así como sus habilidades sociales-cognitivas.…”

The impact of ICT characteristics on students’ learning outcomes during COVID-19 lockdown period: The crucial role of techno eustress perception

“…On the other hand, some studies show that students score higher in a traditional class format than in an online format [40]. Digital learning environments are closely related to self-regulatory learning, making learner-centric learning a key factor in our under- [42][43][44][45][46] Institutional resources, policies, and IT tool adoption [47][48][49][50][51][52][53][54] Learner-centric responsibility for effective learning [1,55,56] Negative emotional impacts on learners [45,54,57] Stressors, learner traits, techno eustress, and holistic learning [1] Role of demand stressors (ICT characteristics)…”

Increase in academic performance due to the application of cooperative learning strategies: A case in construction engineering

“…On the other hand, however, various limitations have been recorded. For example, Abcouwer, Takács and Solymosy (2021) suggest that cooperative online work can be a relevant practice. Their results are conclusive about the benefits of continuous evaluations during the course, which allows for monitoring students' learning trajectories in cooperative processes.…”