Abstract:

Motivation:
The research aims to advance the application of Virtual Collaborative Learning (VCL) in higher education by evaluating and expanding suitable assessment methods. Despite existing moderate efforts to identify appropriate assessment strategies for VCL, a comprehensive overview is lacking. Our study fills this gap, providing educators with a broad range of assessment options tailored to specific VCL courses, thereby encouraging more frequent and effective use of VCL in educational settings. This didactical research reevaluates current assessment strategies and proposes new possibilities to enhance VCL's pedagogical effectiveness.

Methodology:
Our study employed a systematic literature review, focusing on a wide array of academic sources. We meticulously searched these sources using specific terms related to assessment methods in higher education. This thorough process yielded 21 significant research papers, which were then analyzed for content relevance and applicability to VCL. The analysis specifically targeted how the findings and methods in these papers could be integrated into or adapted for VCL settings.

Results:
The analysis of the 21 selected research papers revealed that a majority of the assessment methods discussed are quite suitable for Virtual Collaborative Learning (VCL) environments. It was found that some methods have already been successfully implemented in VCL contexts. Based on the analysis, the assessment methods that show the most promise for successful application in VCL settings include peer assessments, concept mapping, and calibrated peer review. Peer assessments, particularly those involving collaborative and reflective processes, align well with VCL's emphasis on interactive learning. Concept mapping effectively supports the visualization of complex ideas in a collaborative setting. Calibrated peer review, with its blend of individual and collective evaluation, also fits seamlessly into the VCL framework. These methods, among others, offer flexibility and engagement, crucial for the dynamic nature of VCL environments. However, our study also identified that methods highly specific to certain academic fields, such as dance and language learning, are generally unsuitable for VCL. This distinction is crucial for educators in selecting and adapting assessment methods that are most effective for their specific VCL courses.

Discussion:
The research indicates that while many assessment methods are adaptable to VCL settings in HE, there are limitations. Methods highly specific to certain fields may not generalize well across diverse VCL contexts in higher education. This suggests the need for careful selection and customization of assessment strategies based on course content and objectives. Furthermore, the integration of these methods into various disciplines underscores the versatility and potential of VCL in higher education. However, the successful application of these methods requires awareness of the unique dynamics of virtual collaborative settings and the diverse needs of learners. This study paves the way for more nuanced and effective use of VCL, promoting active, collaborative, and adaptive learning experiences.

Keywords:

Virtual Collaborative Learning (VCL), Assessment Methods, Higher Education, Systematic Literature Review, Educational Technology.