期刊名称：Journal of Problem Based Learning in Higher Education
印刷版ISSN：2246-0918
出版年度：2021
卷号：9
期号：2
DOI：10.5278/ojs.jpblhe.v9i2.2883
语种：English
出版社：Aalborg University Press
摘要：Problem-based or Enquiry-based learning is recognized as a transformative pedagogy, but there is a paucity of research examining group processing, a critical component of this pedagogy. Group processing is a structured approach to peer- and self-assessment that encourages learning that is both self-reflective and collaborative. Students develop the skills of peer and self-assessment, they learn to receive and deliver constructive feedback, and they benefit from continuous assessment. This article presents a mixed method study that asked former students, who had taken an enquiry-based learning seminar within the past 10 years, to reflect on their experience of group processing. Participants concluded that, based on their own experience, group processing is a skill transferable to other contexts and had a significant effect on their university experience.
