International educational collaboration: student reactions to peer evaluation at a distance

Abstract

This paper presents a pedagogical model of online student collaboration and discusses results of collaboration of students from UK, Netherlands, Germany and Australia, participated in peer-evaluation of multimedia presentations. Analysis of the post-collaboration survey revealed that, while students, irrespective of their role in the collaboration, responded positively to perceived academic benefits of engaging in discussion, they had more critical attitudes toward specific parameters of the collaboration - timing of the activity and its general planning, allocation of projects between evaluators and shortage of social, off-topic interaction.