Asynchronous Online Collaboration as a Flexible Learning Activity and an Authentic Assessment Method in an Undergraduate Mathematics Course
Dann G. Mallet 1 *
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1 Queensland University of Technology, AUSTRALIA* Corresponding Author


Online collaboration exercises were used as part of a diverse assessment package for an undergraduate differential equations course. Online collaboration served as a highly effective method for promoting and assessing generic graduate capabilities such as writing in a context-relevant manner and the development of self-awareness with regard to mathematical strengths and limitations. We present a number of examples of collaborations which can be broadly classified as "illustrative" or "corrective" in nature. The assessment strategy was found to be valid and largely reliable, although a number of issues arose with regard to reliability of peer-provided, formative feedback. These issues are addressed and suggestions for overcoming them are presented. Finally, a discussion of the successes of the strategy is presented along with a number of examples of positive outcomes resulting from the use of online collaboration as a learning activity.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 4, Issue 2, 2008, 143-151

Publication date: 22 Apr 2008

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