Abstract
Teamwork and self/peer evaluation aim to encourage students to improve their teamwork, communication, cultural awareness, and problem-solving skills and to transform students into independent learners. The study's rationale is to assess our teamwork framework in the ISYS5001 Business Project Management postgraduate unit by integrating academic integrity standards, allowing students to complete their work in a team-based environment with detailed assessment guidelines and the lecturer’s formative feedback. This approach will minimise the use of generative AI tools such as ChatGPT, Bard and Bing Chat (Dwivedi et al., 2023; Volante et al., 2023). To implement academic integrity in the teamwork assessment, the lecturer meets with each team member to discuss two concepts, OBS (Organisation Breakdown Structure) and WBS (Work Breakdown Structure), and provides formative feedback to improve their work. This meeting ensures the student's contribution is original and acknowledges the factors that encouraged them to complete the assessment. The marks are released based on a signed teamwork agreement, completed self- and peer-evaluation forms, PowerPoint slides, and the meeting’s feedback. This study employed mixed methods, and to date 400 students have participated by answering the research question “How do students transfer into independent learners via the teamwork framework?" The study outcomes have indicated that students enjoyed this experience, learned new skills in team management, became problem solvers, gained cultural awareness, and the amount of cheating and the number of requests for extensions have decreased dramatically. Finally, a set of recommendations is presented to assist academics in implementing teamwork in future units.
Author Information
Tomayess Issa, Curtin University, Australia
Mahnaz Hall, Curtin University, Australia
Comments
Powered by WP LinkPress