Abstract—Collaborative learning induces participation and involvement amongst learner. However, the distribution of tasks within a collaborative environment may lead to unequal contributions of shared roles and responsibilities due to the common perils in the case of social loafing or domineering learners. Current trends in the area of collaborative learning have established an array of approaches designed to constitute a sense of accountability and relations of constructive interdependence amongst learners. For this study, these two philosophies and concepts have been synthesized to determine the efficacy of online peer assessment within a collaborative learning environment. With the institution of accountability and relations of constructive interdependence amongst learners, it is assumed that the assessment process may diminish and eradicate learners ensuing marks from collective effort, whilst with learners executing their evaluations individually, sense of dominance is dubious to the context. By employing blended learning approach, this study leverages on the integration of technology to determine the viability of Facebook and online peer assessment’s integration for an English Critical and Creative Writing class. Research instruments comprised of a survey questionnaire to probe on the learners’ attitudes and perceptions towards social loafing, online peer assessment, and collaborative learning environment as well as an online peer assessment designed via Facebook. The results of the study advocate the incorporation of online peer assessment and collaborative learning environment in which learners can benefit from these nifty instructional strategies and substantially enhance students' interest and motivation.
 

Index Terms—Facebook, collaborative learning, peer assessment, constructive interdependence

Cite: Malissa Maria. Mahmud and Shiau Foong. Wong, "Facebook and Collaborative Learning: An Empirical Study on Online Assessment," International Journal of Learning and Teaching, Vol. 4, No. 2, pp. 107-113, June 2018. doi: 10.18178/ijlt.4.2.107-113