The transition to digital learning at business schools highlights the need for a collaborative curriculum which involves group work and peer assessment. It is; however, challenging to maintain these elements within the hybrid/online classrooms due to the presence of free-riding and low feedback quality. This report will provide solutions to address such issues and help business schools facilitate effective group work and peer assessment with pedagogical technology, by presenting two case studies.
Classroom-validated strategies to facilitate group work in large-size online courses
Innovative approaches to address free-riding and low feedback quality in hybrid/online classrooms
Effective ways to utilize pedagogical technology in group work and peer assessment facilitation