Cooperative Learning in Higher Education: A Comparison of Undergraduate and Graduate Students' Reflections on Group Exams for Group Grades
Abstract
The author shares the reflections of 140 university undergraduate and 202 graduate students who participated in cooperative written examinations for group grades. The students' reflections were clustered into themes using Van Manen's (1990) hermeneutic phenomenological approach in order to examine and define the group examination experience as the students perceived it. The results of the undergraduate and graduate students are compared.
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